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What the Research Says

Recently, the National Reading Panel, composed of experts in the field of literacy, was asked by the United States Congress to examine the research on the teaching of reading. A subgroup of the National Reading Panel reviewed 38 studies to determine what the research says about the teaching of phonics. To ensure the soundness of its findings, the National Reading Panel chose to review only studies that met rigorous criteria for research studies.

The National Reading Panel determined that the research indicates that phonics is an essential ingredient in beginning reading instruction and found that:

• Systematic and explicit phonics instruction--phonics instruction that is direct and follows a particular sequence--is more effective than phonics instruction that is not systematic or no phonics instruction at all.
• Systematic, explicit phonics instruction is most effective when it begins in kindergarten or first grade.
• Systematic, explicit phonics instruction improves children's word recognition, spelling, and reading comprehension skills.
• Systematic, explicit phonics instruction benefits all children, regardless of their socioeconomic status.
• Systematic, explicit phonics instruction most benefits children who are having difficulty learning to read.
• Phonics instruction is only one part of a complete reading program for beginning readers. Effective beginning reading programs should also emphasize reading fluency, vocabulary development, and text comprehension.