A response to steubing et al., "effects of systematic phonics instruction are practically significant": The origin of the national reading panel

Education Policy Analysis Archives

Volumn 16, Issue , 2008, Pages 1-17

  Camilli, Gregory ^a   Kim, Sun Hee ^b   Vargas, Sadako ^a  

^a RUTGERS UNIVERSITY   (United States)

^b Och Spine at New York Presbyterian Hospitals

Author keywords

Early reading; Literacy instruction; Meta analysis; National Reading Panel; Phonics instruction; Reading difficulties

Indexed keywords

EID: 51349155892     PISSN: None     EISSN: 10682341     Source Type: Journal    
DOI: None     Document Type: Article

References (22)

1. Archibald, G. (2003, June 10). Researchers verify reading ability gets a boost from phonics. Washington Times. Retrieved June 15, 2003, from http://www.washingtontimes.com/national/20030610-125708-5569r.htm.
2. Baumann, J. F., Hoffman, J. V., Moon, J. S., & Duffy-Hester, A. (1998). Where are the teachers' voices in the phonics/whole language debate? Results from a survey of U.S. elementary classroom teachers. Reading Teacher, 51(8), 636-650.
3. Briggs, D. (2007). Synthesizing casual inferences. Educational Researcher, 37, 15-22.
4. Camilli, G., Vargas, S., & Yurecko, M. (2003). Teaching children to read: The fragile link between science and federal education policy. Education Policy Analysis Archive, 11(15). Retrieved March 20, 2007, from http;//epaa.asu.edu/epaa/v11n15/.
5. Camilli, G., & Wolfe, P.M. (2004). Meta-analysis and instructional policies in reading. Educational Leadership, 61(6), 26-29.
6. Camilli, G., Wolfe, P.M., & Smith, M.L. (2006). Meta-analysis and reading policy: Perspectives on teaching children to read. The Elementary School Journal, 107, 27-36.
7. Cook, T. (1997). Lessons learned in evaluation over the last 25 years. In E. Chelimsky & W.R. Shadish (Eds.), Evaluation for the 21st century: A handbook (pp. 30-52). Thousand Oaks, CA: SAGE.
8. Cooper, H. G. (2005). Reading between the lines: Observations on the report of the National Reading Panel and its critics. Phi Delta Kappan, 86, 456-461.
9. Dawson, R., & Tilley, N. (1997). An introduction to scientific realist evaluation. In E. Chelimsky & W. R. Shadish (Eds.), Evaluation for the 21st century: A handbook (pp. 405-418). Thousand Oaks, CA: SAGE.
10. Fisher, D., Lapp, D., & Flood, J. (1999). How is phonics really taught? Yearbook of the National Reading Conference, 48, 134-145.
11. Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 1-19.
12. Garan, E.M. (2001). Beyond the Smoke and Mirrors. Phi Delta Kappan, 82, 500-506.
13. Hammill, D. D., & Swanson, H. L. (2006). The National Reading Panel's meta-analysis of phonics instruction: Another point of view. Elementary School Journal, 107, 17-26.
14. Morrow, L. M., & Tracey, D. H. (1997). Strategies used for phonics instruction in early childhood classrooms. Reading Teacher, 50(8), 644-651.
15. National Institute of Child Health and Human Development (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U. S. Government Printing Office.
16. Pressley, M., Rankin, J., & Yokoi, L. (1996). A survey of instructional practices of primary teachers nominated as effective in promoting literacy. Elementary School Journal, 96(A), 363-384.
17. Scriven, M. (1981). Product evaluation. In N. L. Smith (Ed.), New Techniques for evaluation (pp. 121-166). Beverly Hills, CA: Sage.
18. Shanahan, T. (n. d.). The national reading panel: Using research to create more literate students. Reading Online. Retrieved November 20, 2007, from http://www.readingonline.org/critical/shanahan/panel.html.
19. Stuebing, K. K., Barth, A. E., Cirino, P. T., Francis, D. J., & Fletcher, J. M. (2008). A response to recent re-analyses of the National Reading Panel Report: Effects of systematic phonics instruction are practically significant. Journal of Educational Psychology, 100, 123-134.
20. Torgesen, J., Alexander, A., Wagner, R. Rashotte, C. Voeller, K., & Conway, T. (2001). Intensive Remedial instruction for children with reading disabilities. Journal of Learning Disabilities, 34, 32-58.
21. Tunmer, W. E., & Hoover, W. A. (1993). Phonological recording skill and beginning reading. Reading and Writing: An Interdisciplinary Journal, 5, 161-179.
22. Vickery, K. S., Reynolds, V. A., & Cochran, S.W. (1987). Multisensory teaching approach for reading, spelling, and handwriting, Orton-Gillingham based curriculum, in a public school setting. Annals of Dyslexia, 37, 189-200.