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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
Stuebing, Karla K.; Barth, Amy E.; Cirino, Paul T.; Francis, David J.; Fletcher, Jack M. – Journal of Educational Psychology, 2008
The authors examine the reassessments of the National Reading Panel (NRP) report (National Institute of Child Health and Human Development, 2000) by G. Camilli, S. Vargas, and M. Yurecko (2003); G. Camilli, P. M. Wolfe, and M. L. Smith (2006); and D. D. Hammill and H. L. Swanson (2006) that disagreed with the NRP on the magnitude of the effect of…
Descriptors: Phonics, Effect Size, Reading Instruction, Multiple Regression Analysis
Vaughn, Sharon; Denton, Carolyn A.; Fletcher, Jack M. – Psychology in the Schools, 2010
This article reviews research related to intensive interventions within a Response to Intervention framework. We review the research from studies that provided different levels of intensity of intervention with the goal of establishing a case that movement through less intensive tiers of intervention may not be an effective and responsible…
Descriptors: Reading Difficulties, Intervention, Severe Disabilities, Literature Reviews
