In addition, successful early decoding ability is related to the number of words a reader encounters. This wide reading subsequently results in greater reading growth. Children not only learn more words, but they become more familiar with the common spelling patterns of English which, in turn, helps them decode longer words. Poor readers must rely on explicit instruction. In fact, students who receive phonics instruction achieve best in both decoding and comprehension if the text they read contains high percentages of decodable words.
Most poor readers have a strategy imbalance.
These strategies include using a knowledge of sound-spelling relationships, using context clues, and using structural clues and syllabication strategies. This is partly due to their inability to use sound-spelling relationships to decode words. Stronger readers don't need to rely on context clues because they can quickly and accurately decode words by sounding them out. Those who experience difficulties decoding early on tend to read less and thereby grow less in terms of word recognition skills and vocabulary. Devoting large amounts of mental energy to decoding words leaves less mental energy available for higher-level comprehension.