A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel.
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...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Arizona State University
2008-08-01
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| Series: | Education Policy Analysis Archives |
| Subjects: | |
| Online Access: | http://epaa.asu.edu/ojs/article/view/41 |
| _version_ | 1818662736281731072 |
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| author | Gregory Camilli Sun Hee Kim Sadako Vargas |
| author_facet | Gregory Camilli Sun Hee Kim Sadako Vargas |
| author_sort | Gregory Camilli |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-12-17T05:05:41Z |
| format | Article |
| id | doaj.art-1547885b137c4093a160e657998b0e15 |
| institution | Directory Open Access Journal |
| issn | 1068-2341 |
| language | English |
| last_indexed | 2024-12-17T05:05:41Z |
| publishDate | 2008-08-01 |
| publisher | Arizona State University |
| record_format | Article |
| series | Education Policy Analysis Archives |
| spelling | doaj.art-1547885b137c4093a160e657998b0e152022-12-21T22:02:26ZengArizona State UniversityEducation Policy Analysis Archives1068-23412008-08-011616A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel.Gregory CamilliSun Hee KimSadako VargasA 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.http://epaa.asu.edu/ojs/article/view/41early readingphonics instructionliteracy instructionreading difficultiesNational Reading Panelmeta-analysis |
| spellingShingle | Gregory Camilli Sun Hee Kim Sadako Vargas A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. Education Policy Analysis Archives early reading phonics instruction literacy instruction reading difficulties National Reading Panel meta-analysis |
| title | A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. |
| title_full | A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. |
| title_fullStr | A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. |
| title_full_unstemmed | A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. |
| title_short | A response to Steubing et al., "Effects of systematic phonics instruction are practically significant": The origins of the National Reading Panel. |
| title_sort | response to steubing et al effects of systematic phonics instruction are practically significant the origins of the national reading panel |
| topic | early reading phonics instruction literacy instruction reading difficulties National Reading Panel meta-analysis |
| url | http://epaa.asu.edu/ojs/article/view/41 |
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