Meta‐Analysis and Reading Policy: Perspectives on Teaching Children to Read
In this article we briefly examine the meta‐analysis of systematic phonics instruction published inTeaching 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, w...
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| Veröffentlicht in: | The Elementary school journal 2006-09, Vol.107 (1), p.27-36 |
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| container_end_page | 36 |
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| container_title | The Elementary school journal |
| container_volume | 107 |
| creator | Camilli, Gregory M. Wolfe, Paula Smith, Mary Lee |
| description | In this article we briefly examine the meta‐analysis of systematic phonics instruction published inTeaching 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. |
| doi_str_mv | 10.1086/509525 |
| format | Article |
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| ispartof | The Elementary school journal, 2006-09, Vol.107 (1), p.27-36 |
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| language | eng |
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| source | JSTOR Archive Collection A-Z Listing; EBSCOhost Education Source |
| subjects | Control groups Educational Policy England (Reading) Federal Legislation Literacy Meta Analysis No Child Left Behind No Child Left Behind Act 2001 Observational research Phonics Reading Reading Instruction Reading Research Research methods Research studies Scientific observation Statistical significance Tutoring |
| title | Meta‐Analysis and Reading Policy: Perspectives on Teaching Children to Read |
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