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Analysis Calls Phonics Findings Into Question


May 21, 2003
Quality and Curriculum
Kathleen Kennedy Manzo
Education Week

The National Reading Panel, whose 2000 report has served as the basis for President Bush’s Reading First initiative as well as state and district policies around the country, gave too much credit to the importance of phonics instruction in teaching young children to read, argues a new study published in a peer-reviewed journal. Consequently, policymakers may be limiting educators to instructional approaches that may be insufficient to teach children to read, according to Gregory Camilli, the lead researcher for the study.