文章基本信息

标题：Teaching Children to Read : The Fragile Link Between Science & Federal Education Policy
本地全文：下载
作者：Gregory Camilli ; Rutgers University ; Sadako Vargas 等
期刊名称：Education Policy Analysis Archives
印刷版ISSN：1068-2341
电子版ISSN：1068-2341
出版年度：2003
卷号：11
期号：0
页码：15
语种：English
出版社：Arizona State University
摘要：Teaching Children to Read (TCR) has stirred much controversy among reading experts regarding the efficacy of phonics instruction. This report, which was conducted by the National Reading Panel (NRP), has also played an important role in subsequent federal policy regarding reading instruction. Using meta-analysis, the NRP found that systematic phonics instruction was more effective than alternatives in teaching children to read. In the present study, the findings and procedures leading to TCR were examined. We concluded that the methodology and procedures in TCR were not adequate for synthesizing the research literature on phonics instruction. Moreover, we estimated a smaller though still substantial effect (d = .24) for systematic phonics, but we also found an effect for systematic language activities (d = .29) and tutoring (d = .40). Systematic phonics instruction when combined with language activities and individual tutoring may triple the effect of phonics alone. As federal policies are formulated around early literacy curricula and instruction, these findings indicate that phonics, as one aspect of the complex reading process, should not be over-emphasized.
关键词：Beginning Reading;Reading Instruction;Meta Analysis