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... Children who are learning to read are borderline illiterate. That's. That's the whole point.
Sure, but the obvious implication is that they will stay that way. "You need to learn how to read to know how to read" is the whole point
I think it’s bad to teach the strategies used exclusively by the worst readers and not strategies used by fluent readers (such as sounding out words), didn’t think that would be controversial. And yes, a large amount of schools specifically didn’t teach sounding out words due to a program they were sold. Look up Reading Recovery and Marie Clay if you want to learn more. Or talk to an American middle/high school teacher to see how well this turned out.
You cannot determine meaning from sounding out words, unless you already know those words. The core approach taught by MSV is almost completely unrelated to the skills built through phonics, which is why it was a huge problem when MSV was being exclusively taught as an alternative to phonics. That was a ridiculous approach. In practice, MSV is complementary to SSM and teaching it as a strategy to define from context in order to bootstrap one's vocabulary, rather than connect between spoken and written language (as in SSM), is greatly beneficial to development.
Beneficial in what sense? I really can't see the point in teaching kids to guess or choose their own meaning of what they're reading when we know for a fact that the vast majority of humans can actually read, not only almost read. I'm not arguing that it can't be a helpful tool to assist with learning disabilities, but I really can't see why it should be the default mode, unless there is/was an explicit desire to lower the reading comprehension of the population. Which is sadly not even that absurd to believe everything considered...
I'm being sincere in saying this, I swear I'm not trying to be shitty about it: I don't rustand how you have arrived at the conclusion that teaching kids to think critically about not just the memorized vocabulary but also the context in which new terms may be found has no benefit. Language is not static - there is no world where the english language will be exhaustively defined, and there will always be new terms for a person to encounter. As a naive example, you just did in small scale what MSV explicitly teaches people to do when you correctly read the word 'rustand' above as 'understand', or when you read read as read instead of read just now. MSV / Three Cueing has value through giving people a framework which they can use as a stable template upon which they can base questions about the language/grammar/etc they are working with, and which they can then use to make a decent attempt at figuring out the answer - it does not have value when used as a replacement for phonics, as using the concepts from MSV instead of and not in addition to phonics-based education (SSM) has been repeatedly shown to be utter hokum.
This has been at the heart of the Balanced Literature ~~division~~ ~~shouting match~~ ~~fistfight~~ debate for ages, and although the antivaxers do seem to have won the right to assert their whackadoo definition (really, it's just Whole Language wearing beaglepuss glasses and doing a bad german accent) as the most correct, the less outwardly insane people are still around trying to get actual reformation in the way literacy is taught.
(I'm sorry if this got rambly, I am very stressed for some unknown reason today)
(Edit: clarity)
No, when we were teaching our child to read they would try to do this instead of sounding out or reading the words and just make up whatever the pictures looked like. It wasn't taught that way to them as far as I know, it was just a sneaky way of cheating, which didn't work. Now they can read at 2 grade levels higher than they are because we taught them how to sound out words correctly.