Each day, after dictation of new words, these words are read two ways: for spelling and for reading.
When they read one-syllable dictated words for spelling, they say each sound to train the brain to process sounds sequentially for writing and spelling. When they read multisyllable words, they say each syllable.
Next they read the words for "reading." They read each word in normal speech as they will when reading in a book. Research has documented that the best comprehenders by the end of second-grade were the best on rapid single-word reading at the end of first grade. This is a strength of Spalding.