What you have presented is basically the Science of Reading. I have taught learning-disabled students to read for several decades, and I have used intensive phonics; however, as soon as they were ready, I moved them to more linguistically informed texts. It is flawed in several respects due to its limitations and narrow focus on decoding. Reading comprehension is not adequately addressed, as it is often defined as the ability to identify words that are within the child's listening vocabulary. The words you used to demonstrate the need for decoding skills may be sounded out, but have no meaning to 90% of those who manage to pronounce them accurately. Linguistics is essential for comprehension. If reading is focused on single-word decoding, complex sentences will be difficult for children to comprehend. Tierney and Pearson have examined the Science of Reading and conclude that it is not yet a science.
What you have presented is basically the Science of Reading. I have taught learning-disabled students to read for several decades, and I have used intensive phonics; however, as soon as they were ready, I moved them to more linguistically informed texts. It is flawed in several respects due to its limitations and narrow focus on decoding. Reading comprehension is not adequately addressed, as it is often defined as the ability to identify words that are within the child's listening vocabulary. The words you used to demonstrate the need for decoding skills may be sounded out, but have no meaning to 90% of those who manage to pronounce them accurately. Linguistics is essential for comprehension. If reading is focused on single-word decoding, complex sentences will be difficult for children to comprehend. Tierney and Pearson have examined the Science of Reading and conclude that it is not yet a science.