The traditional common-sense way to teach reading has been viewed as a process of helping individual children "sound-out" unrecognized words as they read orally with their peers and teacher following along in a text. If a word is miscalled or not at tempted, both the teacher and children are eager to offer the pronunciation. Besides the embarrassment which accompanies such a practice (Holt, 1969), this simplistic mechanistic approach tends to condition children to view reading as a word-centered oral activity. Perceiving reading as a visual meaning-centered process is the last thing many children think of (Doake, 1976; Tovey, 1976).
Tovey, D. R. (1981). Children's Perceptions of Oral and Silent Reading. Reading Horizons, 22 (1). Retrieved from http://scholarworks.wmich.edu/reading_horizons/vol22/iss1/12