A response to recent reanalyses of the National Reading Panel report: Effects of systematic phonics instruction are practically significant.

• DOI: 10.1037/0022-0663.100.1.123
• Publication Date: 2008-02-25T20:31:24Z
• Authors: Karla K. Stuebing; Amy E. Barth; Paul T. Cirino; David J. Francis; Jack M. Fletcher
• Keywords: Phonics

The authors examine the reassessments of National Reading Panel (NRP) report (National Institute Child Health and Human Development, 2000) by G. Camilli, S. Vargas, M. Yurecko (2003); P. Wolfe, L. Smith (2006); D. Hammill H. Swanson (2006) that disagreed with NRP on magnitude effect systematic phonics instruction. Using coding studies Camilli et al. (2003, 2006), multilevel regression analyses show their findings do not contradict sizes in small to moderate range favoring phonics. Extending largest effects are associated reading instruction enhanced components increase comprehensiveness intensity. In contrast Swanson, binomial size displays found for meaningful could result significant improvement many students depending base rate struggling readers effect. 2006) report, concurring supporting comprehensive approaches