Abstract
In this article we briefly examine the meta‐analysis of systematic phonics instruction published in Teaching Children to Read, the influential 2000 report by the National Reading Panel. A brief review of this study, and the ensuing reanalysis by Camlli, Vargas, and Yurecko, is given. Following this, we report new analyses that substantially alter previous interpretations of the effect of systematic phonics instruction. In the second part of the article, we examine how “knowledge” created through meta‐analysis has entered the domain of public discussion. We conclude by considering how research studies consistent with the intent of the No Child Left Behind law can be designed to engender more effective reading instruction.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.