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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).

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