Potential risks to reading posed by high-dose phonics (2007)

Journal of Applied Research on Learning, Vol. 1, No. 1, Article 2, 2007

This document describes a study that compared the reading progress of two groups of children between Grade 1 and Grade 3.

The treatment group was taught the meaningful applied phonics (MAP) program, a teacher-directed approach designed to introduce the alphabetic principle by teaching the 70 graphemes – letters and letter combinations – that make up the alphabet, and the strategies used to segment and blend words into syllables. Students in the control group took the program used in the schools at that time, a more balanced approach that included guided reading, self-selected reading, writing, and working with words.

The treatment group was tested during the last week of September and the last week of May in Grades 1, 2, and 3. Achievement data collected at the end of Grades 1, 2, and 3 on both the treatment and control groups were obtained from the school board and provincial testing programs.

The children in the control group outperformed the children in the MAP treatment group. Continued use of the MAP program is indefensible, based upon the evidence produced in this study, the authors say.

The study, carried out between 2001 and 2004, involved students at seven schools in western Canada.

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APA citation
Linda M. Phillips, Stephen P. Norris and Dorothy J. Steffler. Potential risks to reading posed by high-dose phonics 2007. Web. 3 Dec. 2022 <http://en.copian.ca/library/research/jarl/potential/potential.pdf>
Linda M. Phillips, Stephen P. Norris & Dorothy J. Steffler (2007). Potential risks to reading posed by high-dose phonics. Retrieved December 3, 2022, from http://en.copian.ca/library/research/jarl/potential/potential.pdf
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