Throughout this chapter, I couldn't stop thinking about how interesting it is how much has changed from how teachers were teaching when I was a student to how I'm going to be teaching my students when I'm a teacher in the future. I was constantly told "sound it out" as a reader/student throughout the majority of the elementary school experience. I remember almost all of my teachers using this as their go-to phrase whenever I or another student were stuck on specific words. While at the time and even prior to this reading I didn't really think that this wasn't a valid or good way to get students to figure out the word on their own, I am not able to see that there a strong structural balance of sources that will better suit students and their comprehension of words.
Figure 4.1 on page 54 of the chapter is essentially the key aspect summarized or organized into one simple diagram with word solving as the focus. S, M, and V (S=structural knowledge, M= meaningful information, and V= visual information) are the three components that feed into the larger center and common goal of solving words. The structural knowledge portion deals with a readers knowledge of what does and doesn't sound 'right' in addition to knowledge of their spoken language. The meaningful information portion draws from the pictures, story lines, or contextual information that helps the readers relate their background knowledge with the text in a manner that makes sense. Thirdly, readers use visual information, or the letters and words, in addition to their phonetic knowledge to decipher what words do and don't look right.
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