Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis
By L. Ehri, Simone R. Nunes, Steven A. Stahl, D. Willows. 2001
943 citations recorded by the source corpus.
Subfields: Cognitive Neuroscience, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/fbef17d411d66b90f1a3ae17c0c66a2a0fb208f1
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Cognitive Neuroscience
- Arthur M. Glenberg
- Jeffrey S. Bowers
- Peter N. Bowers
- Michael P. Kaschak
- Kate Nation
- J. Cummins
- Anne Castles
- Kathleen Rastle
In Developmental and Educational Psychology
- Arthur M. Glenberg
- Elizabeth Tipton
- Jeffrey S. Bowers
- Terri D. Pigott
- Kate Nation
- Michael P. Kaschak
- W. Van den Noortgate
- L. Hedges
Citations in the corpus
- The power of statistical tests for moderators in meta-analysis. (2004, background): “The effect sizes and study characteristics from 19 studies of systematic phonics instruction examined by Ehri et al. (2001) are given in Table 2.”
- Methods for dealing with multiple outcomes in meta-analysis: a comparison between averaging effect sizes, robust variance estimation and multilevel meta-analysis (2017, methodology): “This means that dependence arising from multiple sources simultaneously, including multiple measures, multiple treatment groups, and multiple time points can be accommodated simultaneously with the use of RVE (Tanner-Smith & Tipton, 2014).”
- Does Music Instruction Help Children Learn to Read? Evidence of a Meta-Analysis (2008, methodology): “In a meta-analysis conducted by Ehri et al. (2001) on effects of systematic phonics instruction, a moderate overall effect size of d = .”
- Developing Successful Readers: Building Early Comprehension Skills through Television Viewing and Listening (2005, neutral): “Basic language skills such as phonemic awareness, print, graphic, morphological, and syntactic awareness (Bruning, Schraw, & Ronning, 1999) are essential for children to become fluent readers (Catts, Fey, Zhang, & Tomblin, 1999; Ehri, Nunes, Stahl, & Willows, 2001; Leppanen, Niemi, Aunola, Nurmi, ”
- Pedagogies for the Poor? Realigning Reading Instruction for Low-Income Students With Scientifically Based Reading Research (2007, methodology): “…the primary grades; (b) a 15-minute program for kindergarten students, Jolly Phonics (Lloyd, 1993), involving “playful, creative, flexible teaching” (Ehri et al., 2001, p. 422); and (c) a 5- to 6-minute daily word study component introduced into a 30-minute-per-day individual tutoring program,…”