[GavinMcG]

That's precisely the problem. That describes tools good readers use to understand meaning across a text, but teaching it as a way to recognize words is problematic.

> Adams thought this diagram made perfect sense. The research clearly shows that readers use all of these cues to understand what they're reading.

> But Adams soon figured out the disconnect. Teachers understood these cues not just as the way readers construct meaning from text, but as the way readers actually identify the words on the page. And they thought that teaching kids to decode or sound out words was not necessary.