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ERIC Number: EJ709890
Record Type: Journal
Publication Date: 2005-Feb-1
Pages: N/A
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0031-7217
A Special Section on Reading Research--Reading between the Lines: Observations on the Report of the National Reading Panel and Its Critics
Cooper, Harris
Phi Delta Kappan, v86 n6 p456 Feb 2005
This article evaluates the "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: Reports of the Subgroups" (National Institute of Child Health and Human Development, 2000). The author also examines the following phonics instruction research syntheses: (1) Stephen Krashen's "More Smoke and Mirrors: A Critique of the National Reading Panel Report on Fluency" (PDK, 2001); (2) Gregory Camilli, Sakako Vargas, and Michele Yurecko's "Teaching Children to Read: The Fragile Link between Science and Federal Reading Policy" (Education Policy Analysis Archives, 2003); (3) Gregory Camilli and Paula Wolfe's "Research on Reading: A Cautionary Tale" (Educational Leadership, 2004); and (4) Timothy Shanahan's "Critiques of the National Reading Panel Report: Their Implications for Research, Policy, and Practice" (The Voice of Evidence in Reading Research, 2004). Through this review of literature, the author concludes that the research all seemed to find: (1) the advantage of instructional approaches that include systematic phonics over instructional approaches that include some or no phonics is statistically significant; (2) however, instructional approaches that include systemic phonics instruction show their greatest advantage in the early primary grades; and (3) instruction in systematic phonics should be integrated with other types of reading instruction to create a balanced reading program, for phonics instruction is never a complete reading program. This article provides the details of the author's review of research syntheses on phonics instruction and his interpretation of the literature. (Contains 16 endnotes.)
Phi Delta Kappa International, Inc., 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789. Web site: http://www.pdkintl.org.
Publication Type: Information Analyses; Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (Reading)