Learning word attack skills is fundamental to learning to read and depends on how well teachers impart the knowledge. The sounds of single letters in words such as "pit" or "bin," as with codes, may sometimes be quite easy. In other situations, the code may be complex, in words such as "presentation" in which the "pr" makes its distinctive sound and the "ti" replicates the "sh" sound, or in words like "class", where the "c" sounds like the letter k.
Rules that govern placement and the sound a particular letter produces in a given word may be relatively easy to understand, but may seem difficult or confusing in another word. They are highly neglected in most reading instruction methods. For example, if the letter "k" sound is taught in the word "kite," students may be confused when they come across words such as "knight," "knit," or "knob" and they ought to know why "k" is silent in such words.
A small minority will learn to read despite this challenge, but many may never learn to read well, as a result of teachers neglecting this basic first step.
The second stage is comprehension. The whole brain must be engaged in learning to read, though specific parts of the brain perform different role. The ability to grasp the meaning of what is being read improves significantly when the process of decoding is fully in effect, and the brain is freed to a high level of comprehension skills. The meaning of information or content is understood in a natural, efficient and orderly manner when the initial method of reading instruction encompasses all the necessary abilities needed for decoding words.
Evaluation, the third stage, is an assessment of value, and the act of examining or considering something to judge its extent or value. It entails a careful assessment of that which has been read, comprehended and understood, and involves a specific part within the brain that is used for remembrance, rather than that, required for reading and comprehension. For example, the statement, "Black is white" will be examined or evaluated for accuracy, and will consequently be regarded as incorrect if the words of such individual have been read and understood.
Application and retention or remembering, the fourth stage, can be applied in an expressive or meaningful way by the reader after the content or information has been read and correctly evaluated or examined. The outcome of such evaluation can be decided upon by the reader to either be accepted or rejected and how it can be applied to their individual learning needs if accepted. Some information may be considered inappropriate or insignificant and may be rejected or discarded.
Being fluent demonstrates the ability to speak a language correctly and effortlessly. It is the fifth stage of reading when the first four steps are effectively in operational. At this stage readers normally discover that reading is an enjoyable and efficient way to learn and experience features that would be difficult to understand without the knowledge obtained from such reading. Teacher should examine the methods employed to teach someone who has difficulty in reading, to position all the rules and sounds in a progressive or orderly sequence so that reading will be a satisfying and pleasurable experience.