Chapter 4: Beyond "Sound It Out"

                                                     Chapter 4: Beyond "Sound It Out"

      While reading chapter 4, I was interested that the authors pushed straying away from the regular approach of having students sound out a problem he or she does not know. The three "Balances of Sources of Information for Word Solving", Meaning, Structure, and Visual, make a lot of sense to me as useful sources. These are three things I use when I read, so when the chapter mentioned how these three things will help children, I thought about my own experiences with reading and how they also help me to make sense of what is happening in what I am reading. 

       It was also very interesting to me that most words actually do not work when trying to use the "sound it out method". The statistic they gave of the words that do not actually work with that method was surprising to me and I did not actually believe it at first. After they gave a few examples such as "said, night, and know," I began to think of many more words that would also not be very easy to sound out. This chapter was helpful to me and I think I will come back to it when I have my own classroom because it gives many options and techniques of what to say to help struggling readers when they are stuck on words or misplace words with other words.