Genevieve McArthur|Yumi Sheehan|Nicholas A. Badcock|Deanna Francis|Hua?Chen Wang|Saskia Kohnen|Erin Banales|Thushara Anandakumar|Eva Marinus|Anne Castles
Phonics training for English-speaking poor readers
Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders|Macquarie University|ARC Centre of Excellence in Cognition and its Disorders
reading skills 16 children fall mean range age 5 children significant severe reading problems phonics training one common reading treatments used poor readers particularly childrento measure effect phonics training explore impact various factors training duration training group size might moderate effect phonics training literacyrelated skills englishspeaking poor readerswe searched central medline embase 12 databases three trials registers may 2018 also searched reference lists included studies contacted experts field identify additional studieswe included studies used randomisation quasirandomisation minimisation allocate participants phonics intervention group phonics training phonics training plus one literacyrelated skill control group training nonliteracy training participants englishspeaking poor readers word reading one standard deviation appropriate level age children adolescents adults one grade year appropriate level children known reason participants known comorbid developmental disorder physical neurological emotional problemwe used standard methodological procedures expected cochranewe included 14 studies 923 participants review studies took place australia canada uk usa six 14 included studies funded government agencies one funded university grant rest funded charitable foundations trusts study compared phonics training alone conjunction one readingrelated skill either training ie treatment usual alterative training eg maths participants englishspeaking children adolescents low middle socioeconomic status whose reading one year one grade one standard deviation level expected age grade known reason phonics training varied studies intensity four hours per week duration seven months training group size individual small groups delivery human computer measured effect phonics training seven primary outcomes mixedregular word reading accuracy nonword reading accuracy irregular word reading accuracy mixedregular word reading fluency nonword reading fluency reading comprehension spelling judged studies low risk bias risk criteria used grade approach assess quality evidencethere lowquality evidence phonics training may improved poor readers accuracy reading real novel words follow lettersound rules standardised mean difference smd 051 95 confidence interval ci 013 090 11 studies 701 participants accuracy reading words follow rules smd 067 95 ci 026 107 10 studies 682 participants moderatequality evidence phonics training probably improved englishspeaking poor readers fluency reading words followed lettersounds rules smd 045 95 ci 019 072 4 studies 224 participants nonword reading fluency smd 039 95 ci 010 068 3 studies 188 participants well accuracy reading words follow rules smd 084 95 ci 030 139 4 studies 294 participants addition lowquality evidence phonics training may improved poor readers spelling smd 047 95 ci 007 101 3 studies 158 participants slightly improve reading comprehension smd 028 95 ci 007 062 5 studies 343 participantsphonics training appears effective improving literacyrelated skills particularly reading fluency words nonwords accuracy reading irregular words studies needed improve precision outcomes including word nonword reading accuracy reading comprehension spelling lettersound knowledge phonological output data also needed determine phonics training englishspeaking poor readers moderated factors training type intensity duration group size administrator