A meta-analysis of the relationship between phonics instruction and minority elementary school student academic achievement

Abstract

This meta-analysis of 22 studies examines the relationship between phonics and the academic achievement of urban minority elementary school children. Further analyses distinguish between those studies that are of higher quality than the others and those studies that examine all minority students and mostly minority students. Results indicate a significant relationship between phonics instruction and higher academic achievement. Phonics instruction, as a whole, is associated with academic variables by about.23 to.33 of a standard deviation unit. This relationship holds for studies that examine all minority students and those that include mostly minority students. The results also hold for higher quality studies. The significance of these results is discussed. © 2008 Corwin Press, Inc.