Short summary: In the largest-ever review of reading research, the panel concluded that systematic phonics instruction combined with synthetic phonics instruction produced the greatest gains for students who are low-achievers. Systematic phonics instruction employs a planned sequence rather than teaching sounds as they appear in text. Synthetic phonics instruction consists of explicitly teaching students to blend phonemes into words. Across all grade levels, synthetic phonics instruction improved the ability of good readers to spell. Reading aloud with opportunities for correction and feedback produced gains in reading fluency. Vocabulary should be taught separately and embedded in reading activities. There isn't enough evidence to make definitive statements about the effects of silent reading or the use of technology for teaching reading.

"In the largest, most comprehensive evidence-based review ever conducted of research on how children learn reading, a Congressionally mandated independent panel has concluded that the most effective way to teach children to read is through instruction that includes a combination of methods." p. 27

"The panel determined that effective reading instruction includes teaching children to break apart and manipulate the sounds in words (phonemic awareness), teaching them that these sounds are represented by letters of the alphabet which can be blended together to form words (phonics), having them practice what they've learned by reading aloud with guidance and feedback (guided oral reading), and applying reading comprehension strategies to guide and improve reading comprehension." p. 27

"For its review, the panel selected research from the approximately 100,000 reading research studies that have been published since 1966, and another 15,000 that had been published before that time. Because of the large volume of studies, the panel selected only experimental and quasi-experimental studies, and among those considered only studies meeting rigorous scientific standards in reaching its conclusions." p. 27

"The greatest improvements in reading were seen from systematic phonics instruction. This type of phonics instruction consists of teaching a planned sequence of phonics elements, rather than highlighting elements as they happen to appear in a text. Here again, the evidence was so strong that the panel concluded that systematic phonics instruction is appropriate for routine classroom instruction." p. 28

"For children with learning disabilities and children who are low achievers, systematic phonics instruction, combined with synthetic phonics instruction produced the greatest gains. Synthetic phonics instruction consists of teaching students to explicitly convert letters into phonemes and then blend the phonemes to form words. Moreover, systematic synthetic phonics instruction was significantly more effective in improving the reading skills of children from low socioeconomic levels. Across all grade levels, systematic synthetic phonics instruction improved the ability of good readers to spell." p. 28

Guided oral reading was effective for developing fluency. By "guided oral reading" the authors were not talking about a specific program. Rather, guided oral reading occurs when students read out loud to a parent, teacher, or another student, who corrects their mistakes and provides them with other feedback.

Even though it's been shown that good readers read more than poor readers, the authors were unable to determine from the research whether silent reading improved reading fluency. The authors did not discourage silent reading. They just made it clear that they don't have research at this point to demonstrate that silent reading can be used to improve reading skills.

Vocabulary should be taught both directly- apart from larger narrative or text- and indirectly- as words are encountered in larger text. Vocabulary should be taught through a combination of methods including repetition.

More quality research on teacher training is a major research need.

There are too few studies to make any definitive statements about the use of technology for reading instruction.

Questions or comments can be sent to: Sue Dungan

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© Heartland AEA 11, 2001