Here is the wording of the 'notes' of the official guidance in England (not the whole UK as there are also problems with the official guidance in the other countries of the UK. England stands alone as being fully on board with research-informed official guidance):
‘... children should not be expected to use strategies such as whole-word recognition and/or cues from context, grammar, or pictures.’
‘... phonic work is seen not as one of a range of optional methods or strategies for teaching reading but as a body of knowledge and skills about how the alphabet works, which all children should be taught.’
One of the most worrying issues from official guidance from other countries with reference to the teaching of reading is the PERSISTENCE of describing, in effect, multi-cueing word-guessing which is so DISCREDITED in the body of research on reading instruction.
Currently (as I start this thread) for example, the guidance from Ontario, Canada, is being circulated via Twitter for the concern it is causing.
Here is the wording from the guidance in Ontario:
Reading Unfamiliar Words
3.2 predict the meaning of and solve unfamiliar words using different types of cues, including:
semantic (meaning) cues e.g., familiar words, phrases, sentences, and visuals that activate existing knowledge of oral and written language;
I cannot see the whole of the guidance from the tweeted screenshot so I shall have to return to this post when I have the full guidance for multi-cueing to quote.