Mature, strategic readers have the ability to use the systems automatically, interchangeably, and as needed, with the semantic system taking the lead most of the time. If any system is overemphasized in terms of how we teach children to read, then the others are unlikely to develop fully. We have probably been out of balance in terms of the emphasis that the graphophonic system has received, thus all the attention it is getting today. That's why the issue of balance is so hot right now. I also think we need to re-examine how we help our struggling readers and students acquiring English.
Students are more focused, participate more fully, and have better retention.
One caution - in order for the model to be effective, the preteaching must be conducted by the teacher, not an aide or parent. Let the aide or parent work with the rest of the class while the teacher teaches. We're currently looking at an interesting idea at Long Beach. It's a cross disciplinary approach with the Teacher Education, Linguistics, and English departments collaborating to produce a language and literacy master with individual specialties housed in their respective disciplines. I think we need intervention specialists, not just for first grade.