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I... don't agree.

Context is noticeably awkward when you get it wrong, and I'd say the article appears to have identified this as a problem and presents it as "this is a problem therefore it must be fixed". But, most of the time, there is not that awkwardness: context is extremely helpful to learners - of any subject.

It also appears that you are describing how to learn to read in an alphabetic system - so it's not immediately obvious that what you have said could apply to "most people in the world".




Context is noticeably awkward when a reader already knows how to read. Take the example in the article.

> But Rodney said: "My dog likes to lick his bone."

The context makes perfect sense and matches the picture. The issue is 'Rodney' didn't actually read half the words.


I did read the article and was referring to exactly that. This happened once to this child and so I'd call it cherry-picking. It's not as easy to observe when context is helpful as when it fails.

As an adult, I probably only read about half the words in a useful e-mail. (hopefully with more skill than a child reading a picture book). I wouldn't call that an issue.


During my learning one could often hear teacher saying "Oi! Read! Don't make stuff up!"

I think kids should be rather discouraged than encouraged to rely on context.




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