word. However, according to simple view of reading decoding involves the ability to decipher the printed symbols in order to retrieve the meaning of the words they represent (Cain, 2010). Cain (2010) suggested that, though the goal of reading is to understand what is read, but for the beginner readers, the most crucial challenge is decoding. She also argued that for being skilled reader two skills are needed. One is the ability to decode individual words of a text, which includes the ability to pronounce and access the meaning of words without any difficulty, and the other is the ability to comprehend the overall text. A skilled reader also can able to pronounce non-word without any hesitation.

In fact for reading comprehension the importance of decoding is undeniable. Children can be classified as skilled reader or less skilled reader by depending on the amount of time needed for a word recognition ((Perfetti & Hogaboam, 1975). An experiment research conducted by Perfetti and Hogaboam among 64 children in elementary school, US about the relation between vocalization latencies of single word decoding and reading comprehension. The result suggested that skilled comprehenders take shorter time for single word decoding than are less skilled reading comprehenders. They argue that skilled readers are performed significantly greater for decoding low frequency words, pseudo words and overall understanding of text. In addition, good readers recognize words and break the code automatically. This account is consistent with the finding of Ehri (2005). She argued that while reading people practically focus on every word rather than phoneme because phonemes may have more than one pronunciation. In addition, single grapheme cannot relate the word with meaning, while written word directly related. So the key of skilled reading is accurately and automatically decodes the written word (Ehri, 2005).