scholarly journals Teaching Children to Read : The Fragile Link Between Science & Federal Education Policy

2003 ◽  
Vol 11 ◽  
pp. 15 ◽  
Author(s):  
Gregory Camilli ◽  
Sadako Vargas ◽  
Michele Yurecko
Keyword(s):  
Early Literacy ◽  
Reading Instruction ◽  
Meta Analysis ◽  
Substantial Effect ◽  
Research Literature ◽  
Reading Process ◽  
Phonics Instruction ◽  
Federal Policies ◽  
Federal Education Policy ◽  
National Reading Panel

Teaching Children to Read (TCR) has stirred much controversy among reading experts regarding the efficacy of phonics instruction. This report, which was conducted by the National Reading Panel (NRP), has also played an important role in subsequent federal policy regarding reading instruction. Using meta-analysis, the NRP found that systematic phonics instruction was more effective than alternatives in teaching children to read. In the present study, the findings and procedures leading to TCR were examined. We concluded that the methodology and procedures in TCR were not adequate for synthesizing the research literature on phonics instruction. Moreover, we estimated a smaller though still substantial effect (d = .24) for systematic phonics, but we also found an effect for systematic language activities (d = .29) and tutoring (d = .40). Systematic phonics instruction when combined with language activities and individual tutoring may triple the effect of phonics alone. As federal policies are formulated around early literacy curricula and instruction, these findings indicate that phonics, as one aspect of the complex reading process, should not be over-emphasized.

Systematic phonics instruction belongs in evidence-based reading programs: A response to Bowers

2020 ◽  
Vol 37 (2) ◽  
pp. 105-113 ◽  
Author(s):  
Jennifer Buckingham
Keyword(s):  
Reading Instruction ◽  
Essential Element ◽  
Research Literature ◽  
Reading Programs ◽  
Alternative Methods ◽  
Classroom Teachers ◽  
Phonics Instruction ◽  
Early Reading Acquisition ◽  
Meta Analyses ◽  
Educational Psychology Review

AbstractThis article is a rejoinder to J.S. Bowers (2020), ‘Reconsidering the evidence that systematic phonics is more effective than alternative methods of reading instruction’, Educational Psychology Review (https://doi.org/10.1007/s10648-019-09515-y). There is strong agreement among reading scientists that learning the phonological connections between speech and print is an essential element of early reading acquisition. Meta-analyses of reading research have consistently found that methods of reading instruction that include systematic phonics instruction are more effective than methods that do not. This article critiques a recent article by Jeffery S. Bowers that attempts to challenge the robustness of the research on systematic phonics instruction. On this basis, Bowers proposes that teachers and researchers consider using alternative methods. This article finds that even with a revisionist and conservative analysis of the research literature, the strongest available evidence shows systematic phonics instruction to be more effective than any existing alternative. While it is fair to argue that researchers should investigate new practices, it is irresponsible to suggest that classroom teachers use anything other than methods based on the best evidence to date, and that evidence favours systematic phonics.

scholarly journals A Meta-Analysis of the Effect of Phonological Awareness and/or Phonics Instruction on Word and Pseudo Word Reading of English as an L2

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110591
Author(s):  
Dennis Murphy Odo
Keyword(s):  
Word Reading ◽  
Meta Analysis ◽  
Research Literature ◽  
Future Research ◽  
Instructional Interventions ◽  
Phonics Instruction ◽  
L2 Reading ◽  
Beginning Learners ◽  
Phonics Intervention ◽  
The Impact

Despite considerable efforts made to understand the impact that instructional interventions have upon L2 reading development, we still lack a clear picture of the influence that PA and phonics instruction has upon reading in English as an L2. A search of the research literature published from 1990 to 2019 yielded 45 articles with 46 studies containing 3,841 participants in total. Effect sizes were recorded for the effect of various PA and/or phonics instructional interventions on word and pseudo word reading. Results demonstrated that L2 PA and phonics instruction has a moderate effect on L2 word reading ( g = 0.53) and a large effect on pseudo word reading ( g = 1.51). Moderator analyses revealed effects of a number of moderators including testing method, type of PA/phonics intervention, and context where the intervention occurred. Based upon these conclusions, policymakers and educators can provide beginning learners of English as an L2 with PA and phonics instruction that will enable them to read, understand and enjoy English better. Future research should also strive to adhere to more stringent standards of excellence in educational research.

scholarly journals Relatório do “National Reading Panel” dos EUA (2000)

Em Aberto ◽  
2020 ◽  
Vol 33 (108) ◽  
Author(s):  
Artur Gomes de Morais
Keyword(s):  
Human Development ◽  
Reading Instruction ◽  
Human Services ◽  
Scientific Research ◽  
Research Literature ◽  
Evidence Based ◽  
Health And Human Services ◽  
Department Of Health ◽  
National Reading Panel

Resenha do NATIONAL READING PANEL (NRP). Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction – reports of the subgroups. Washington, D. C.: U. S. Department of Health and Human Services, National Institute of ChildHealth and Human Development, 2000. Available in: <https:// www.nichd.nih.gov/publications/pubs/nrp/smallbook>. Access in: 26 abr. 2020.

scholarly journals A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel.

2008 ◽  
Vol 16 ◽  
pp. 16 ◽  
Author(s):  
Gregory Camilli ◽  
Sun Hee Kim ◽  
Sadako Vargas
Keyword(s):  
Reading Instruction ◽  
Recent Article ◽  
Phonics Instruction ◽  
Literacy Activities ◽  
National Reading Panel ◽  
Original Report ◽  
Fair Assessment

A recent article by Stuebing, Barth, Cirino, Francis and Fletcher critiqued the findings of Camilli, Vargas, and Yurecko (2003) and Camilli, Wolfe, and Smith (2006). With a methodological argument, they attempted to resolve the conflict between these studies and the original report Teaching Children to Read (National Reading Panel, 2000). In response, it is argued that three issues must be considered in a fair assessment of the NRP report—program labels or bins, alternative bins, and the role of literacy activities in reading instruction. In this light, three hypotheses ventured by Stuebing et al. are analyzed. It is concluded that the argument by Stuebing et al. does not reveal flaws in the original NRP report by Camilli et al. (2003), though some points of agreement are acknowledged.

scholarly journals Progress in Reading Instruction Requires a Better Understanding of the English Spelling System

2018 ◽  
Vol 27 (6) ◽  
pp. 407-412 ◽  
Author(s):  
Jeffrey S. Bowers ◽  
Peter N. Bowers
Keyword(s):  
Reading Instruction ◽  
Research Literature ◽  
Speech Sounds ◽  
Alphabetic Principle ◽  
Phonics Instruction ◽  
Theoretical Claim ◽  
English Spelling

It is widely claimed that the English spelling system conforms to the alphabetic principle, according to which letters or letter combinations (graphemes) represent speech sounds (phonemes). But this is not accurate. English spellings have evolved to represent both phonemes and meaning (through morphology and etymology), and in direct contradiction to the alphabetic principle, spellings prioritize the consistent spelling of morphemes over the consistent spellings of phonemes. This is important because the alphabetic principle provides the main theoretical motivation for systematic phonics instruction that explicitly teaches children grapheme–phoneme correspondences in English without reference to morphology and etymology. Furthermore, this theoretical claim has biased the research literature, with many studies considering the efficacy of phonics but few studies assessing the relevance of morphology and etymology to reading instruction. We briefly describe the linguistic organization of the English spelling system and then outline pedagogical and empirical arguments in support of the hypothesis that reading instruction should be designed to teach children the logical and meaningful organization of English spellings.

Factors Related to Sight-Reading Accuracy

2013 ◽  
Vol 61 (4) ◽  
pp. 452-465 ◽  
Author(s):  
Jennifer Mishra
Keyword(s):  
Meta Analysis ◽  
Research Literature ◽  
Sight Reading ◽  
General Music ◽  
Music Aptitude ◽  
Sight Singing ◽  
Variable Effect ◽  
Technical Ability ◽  
Unpublished Thesis ◽  
Meta Analyses

The purpose of this meta-analysis was to determine the extent of the overall relationship between previously tested variables and sight-reading. An exhaustive survey of the available research literature was conducted resulting in 92 research studies that reported correlations between sight-reading and another variable. Variables ( n = 597) were grouped by construct (e.g., music aptitude, technical ability) and separate meta-analyses were conducted for each construct. Construct had a variable effect on sight-reading, with improvisational skills, ear-training ability, technical ability, and music knowledge correlating most closely with sight-reading, while attitude and personality were unrelated to sight-reading. Additionally, the study examined differences in effect size by type of publication (published study, unpublished thesis), the experience level of the sight-reader (elementary, secondary, college nonmusician, college musician), sight-reading mode (instrumental sight-reading, sight-singing), and type of sight-reading test. The few differences suggest future investigation of a developmental component to sight-reading is warranted. In general, music constructs that improve with practice correlated more strongly with sight-reading than did stable characteristics. These results support sight-reading being considered a music skill that improves with the musicality of the performer rather than a simple visuo-motor decoding process.

scholarly journals ATRT-26. META-ANALYSIS OF TREATMENT MODALITIES IN METASTATIC ATYPICAL TERATOID/RHABDOID TUMORS IN CHILDREN

2020 ◽  
Vol 22 (Supplement_3) ◽  
pp. iii281-iii281
Author(s):  
Reena M Underiner ◽  
Mostafa Eltobgy ◽  
Joseph R Stanek ◽  
Jonathan L Finlay ◽  
Mohamed S AbdelBaki
Keyword(s):  
Surgical Resection ◽  
Meta Analysis ◽  
Univariate Analysis ◽  
Multivariable Analysis ◽  
Substantial Effect ◽  
Treatment Modalities ◽  
Risk Of Death ◽  
Atypical Teratoid ◽  
Atypical Teratoid Rhabdoid Tumors ◽  
Rhabdoid Tumors

Abstract BACKGROUND Metastatic atypical teratoid/rhabdoid tumors (AT/RT) are aggressive central nervous system tumors that present during infancy and are associated with dismal outcomes. Patients receive multimodal treatment including surgical resection, systemic chemotherapy and one or more of intrathecal chemotherapy (IT), marrow-ablative chemotherapy with autologous hematopoietic cell rescue (AuHCR) and radiation therapy (XRT). While data regarding treatment modalities for AT/RT patients exist, no comprehensive data have been published regarding the metastatic patient population. METHODS We performed a meta-analysis of 1,578 articles published through September 2018, including 44 studies with a total of 123 subjects. Additionally, seven patients were incorporated through chart review of patients treated at Nationwide Children’s Hospital. RESULTS Analysis of 130 patients revealed a 3-year overall survival (OS) of 25%. Age at diagnosis had a significant impact on survival (p=0.0355); 3-year OS for infants &lt; 18 months was 21%; 18–36 months was 26%; and &gt; 36 months was 36%. Location of the primary tumor, metastatic stage and extent of surgical resection did not have significant impact on OS. On univariate analysis, XRT (p&lt;0.0001), IT (p=0.01) and AuHCR (p&lt;0.0001) were found to significantly improve survival. The most substantial effect was noted in patients who received AuHCR (3-year OS of 60% versus 9% in those who did not). On multivariable analysis XRT (p=0.0006), IT (p=0.0124) and AuHCR (p&lt;0.0001) were independently associated with reduced risk of death.

Sex differences in the involvement of skeletal and cardiac muscles in myopathic Ano5-/- mice.

2022 ◽  
Author(s):  
Steven Foltz ◽  
Fang Wu ◽  
Nasab Ghazal ◽  
Jennifer Kwong ◽  
H. Criss Hartzell ◽  
...  
Keyword(s):  
Skeletal Muscle ◽  
Sex Differences ◽  
Meta Analysis ◽  
Elevated Serum ◽  
Research Literature ◽  
Exercise Intolerance ◽  
Membrane Repair ◽  
Recessive Mutations ◽  
Skeletal Muscle Dysfunction ◽  
Cardiac Muscles

Limb-girdle muscular dystrophy R12 (LGMD-R12) is caused by recessive mutations in the Anoctamin-5 gene (ANO5, TMEM16E). Although ANO5 myopathy is not X-chromosome linked, we performed a meta-analysis of the research literature and found that three-quarters of LGMD-R12 patients are males. Females are less likely to present with moderate to severe skeletal muscle and/or cardiac pathology. Because these sex differences could be explained in several ways, we compared males and females in a mouse model of LGMD-R12. This model recapitulates the sex differences in human LGMD-R12. Only male Ano5-/- mice had elevated serum creatine kinase after exercise and exhibited defective membrane repair after laser injury. In contrast, by these measures, female Ano5-/- mice were indistinguishable from wild type. Despite these differences, both male and female Ano5-/- mice exhibited exercise intolerance. While exercise intolerance of male mice can be explained by skeletal muscle dysfunction, echocardiography revealed that Ano5-/- female mice had features of cardiomyopathy that may be responsible for their exercise intolerance. These findings heighten concerns that mutations of ANO5 in humans may be linked to cardiac disease.

Are Students With Disabilities Accessing the Curriculum? A Meta-Analysis of the Reading Achievement Gap Between Students With and Without Disabilities

2018 ◽  
Vol 85 (3) ◽  
pp. 329-346 ◽  
Author(s):  
Allison F. Gilmour ◽  
Douglas Fuchs ◽  
Joseph H. Wehby
Keyword(s):  
Achievement Gap ◽  
Reading Achievement ◽  
Students With Disabilities ◽  
Grade Level ◽  
Meta Analysis ◽  
Effect Sizes ◽  
Typically Developing ◽  
Federal Policies ◽  
Reading Achievement Gap ◽  
Improve Access

Federal policies have aimed to improve access to grade-level curriculum for students with disabilities (SWD). Current conceptualizations of access posit that it is evidenced by students’ academic outcomes. In a meta-analysis of 180 effect sizes from 23 studies, we examined access as outcomes by estimating the size of the gap in reading achievement between students with and without disabilities. Findings indicated that SWDs performed 1.17 standard deviations, or more than 3 years, below typically developing peers. The reading gap varied by disability label but not by other student and assessment characteristics. We discuss implications for access to grade-level curriculum and potential reasons for why the achievement gap is so large despite existing policies.

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