Hopefully, the child is also building his or her sight reading vocabulary as well. When a child encounters a word that is not part of his or her sight reading vocabulary, he or she must use his or her phonological analysis and synthesis skills to properly read the word. The child also receives instruction with regard to spelling. In this case, phonetically correct spelling is accepted. The more a child knows about a word, the more likely he or she will be able to read it.
Spelling plays an important role in learning to read.
It is also true that children learn about phonological processing from learning to read. The two skills are symbiotic. The accumulated phonological processing skills that have been learned to this point are then used to process longer discourse with an emphasis on comprehension. All the learned skills are put to practice at this point. Summary The training procedure is individually designed to meet the developmental needs of the particular child.