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ERIC Number: EJ781141
Record Type: Journal
Publication Date: 2008
Pages: 16
Abstractor: Author
Reference Count: 57
ISSN: ISSN-0013-1245
A Meta-Analysis of the Relationship between Phonics Instruction and Minority Elementary School Student Academic Achievement
Jeynes, William H.
Education and Urban Society, v40 n2 p151-166 2008
This meta-analysis of 22 studies examines the relationship between phonics and the academic achievement of urban minority elementary school children. Further analyses distinguish between those studies that are of higher quality than the others and those studies that examine all minority students and mostly minority students. Results indicate a significant relationship between phonics instruction and higher academic achievement. Phonics instruction, as a whole, is associated with academic variables by about 0.23 to 0.33 of a standard deviation unit. This relationship holds for studies that examine all minority students and those that include mostly minority students. The results also hold for higher quality studies. The significance of these results is discussed. (Contains 4 tables.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A