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Direct linkFletcher, Jack M.; Savage, Robert; Vaughn, Sharon – Educational Psychology Review, 2021
Bowers ("Educational Psychology Review," 32, 681-705, 2020) reviewed 12 meta-analytic syntheses addressing the effects of phonics instruction, concluding that the evidence is weak to nonexistent in supporting the superiority of systematic phonics to alternative reading methods. We identify five issues that limit Bowers' conclusions: (1)…
Descriptors: Phonics, Reading Instruction, Research Problems, Educational Research
Download full textStevens, Elizabeth A.; Austin, Christy; Moore, Clint; Scammacca, Nancy; Boucher, Alexis N.; Vaughn, Sharon – Exceptional Children, 2021
Over the past decade, parent advocacy groups led a grassroots movement resulting in most states adopting dyslexia-specific legislation, with many states mandating the use of the Orton-Gillingham approach to reading instruction. Orton-Gillingham is a direct, explicit, multisensory, structured, sequential, diagnostic, and prescriptive approach to…
Descriptors: Reading Instruction, Reading Strategies, At Risk Students, Reading Difficulties
Hall, Colby; Steinle, Paul K.; Vaughn, Sharon – New Directions for Child and Adolescent Development, 2019
This paper reviews findings from four research syntheses that report the effects of academic language and/or reading interventions on language and reading outcomes for English learners who have or are at risk for learning difficulties. Studies included in the syntheses varied in research design and addressed multiple areas of reading and language.…
Descriptors: Reading Instruction, English Language Learners, Learning Disabilities, At Risk Students
