This turns out to he phonological reading, which provides information about words that a reader has not previously encountered. The exceptions are a few unfamiliar but regular words that will be read phonologically. Most readers will not notice any switch in their method of identifying words, but changing from one system to another reflects the way we learn to mad, Children begin reading phonologically, before they move onto lexical reading. In reading, Many people find it difficult to decode phonological information, which prevents them from becoming mature lexical readers. Although they are capable of lexical reading, they cannot easily acquire it.
Alternatives exist to phonological training but they are often inconvenient or unreliable.
For example every time readers encounter an unfamiliar word they can ask someone to explain it, use a dictionary or a thesaurus, or guess at the meaning of a word by its context. The need to train lexical processes explains why alphabets. such as the Phoenician, contain clues to the spoken word. It helps readers to guess the identity of unknown words. This is the skill needed to train lexical processes independently of formal instruction. No one knows if this applies to readers of languages other than Serbo-Croatian.