 The use of sight words as a reading instructional strategy is not consistent with the dual route theory as it involves out-of-context memorization rather than the development of phonological skills.Instead, it is suggested that children first learn to identify individual letter-sound correspondences before blending and segmenting letter combinations.Exponents of synthetic phonics argue that children must first learn the alphabet, then the sounds represented by the letters, then the blends of those sounds, and that children should never memorize words as visual designs.