Before ending the discussion on comprehension, let us summarize the course of action that a reader takes when given a printed or written word. Two routes can be followed.
1. If the word is familiar, one that the reader has seen before and knows, then the “visual route” is followed; the reader is likely to read the word as a whole and understand its meaning, although often unaware of the sequence of letters in the word.
2. If the reader sees a less familiar or a new word, he/she must look at the sequence of the letters in it, say the word, and then read it by sounding it out—the “phonological route”. The reader reads the word part by part, often as syllables, noting the succession of letters and sounds. Orthography is noticed. While reading fluently it is sometimes unnecessary for the reader to say the word to him/herself.
The interesting question is, when does comprehension of the word occur—before or after sounding it out? Does the reader understand the meaning of the word as soon as the letter sequences are put together and then sound it out? In both cases the word is converted to its sound, which is phonology. If a word is to be read aloud, a pronunciation is assembled and the word is spoken or articulated. Oral production of the word has occurred. The purpose of reading is comprehension; however, these stages leading to comprehension also need to be clearly understood.