A Response to Steubing et al., "Effects of Systematic Phonics Instruction are Practically Significant": The Origin of the National Reading Panel

Autor/inn/en	Camilli, Gregory; Kim, Sun Hee; Vargas, Sadako
Titel	A Response to Steubing et al., "Effects of Systematic Phonics Instruction are Practically Significant": The Origin of the National Reading Panel
Quelle	In: Education Policy Analysis Archives, 16 (2008) 16, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Stellungnahme; Phonics; Reading Instruction; Literacy; Effect Size; Meta Analysis + Suchen Sie Ihr Suchwort? Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Meta-analysis; Metaanalyse
Abstract	A recent article by Stuebing, Barth, Cirino, Francis and Fletcher critiqued the findings of Camilli, Vargas, and Yurecko (2003) and Camilli, Wolfe, and Smith (2006). With a methodological argument, they attempted to resolve the conflict between these studies and the original report Teaching Children to Read (National Reading Panel, 2000). In response, it is argued that three issues must be considered in a fair assessment of the NRP report--program labels or bins, alternative bins, and the role of literacy activities in reading instruction. In this light, three hypotheses ventured by Stuebing et al. are analyzed. It is concluded that the argument by Stuebing et al. does not reveal flaws in the original NRP report by Camilli et al. (2003), though some points of agreement are acknowledged. (Contains 4 footnotes and 1 table.) (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10