Phonics‐Training für englischsprachige schwache Leser
Abstract
Background
Around 5% of English speakers have a significant problem with learning to read words. Poor word readers are often trained to use letter‐sound rules to improve their reading skills. This training is commonly called phonics. Well over 100 studies have administered some form of phonics training to poor word readers. However, there are surprisingly few systematic reviews or meta‐analyses of these studies. The most well‐known review was done by the National Reading Panel (Ehri 2001) 12 years ago and needs updating. The most recent review (Suggate 2010) focused solely on children and did not include unpublished studies.
Objectives
The primary aim of this review was to measure the effect that phonics training has on the literacy skills of English‐speaking children, adolescents, and adults whose reading was at least one standard deviation (SD), one year, or one grade below the expected level, despite no reported problems that could explain their impaired ability to learn to read. A secondary objective was to explore the impact of various factors, such as length of training or training group size, that might moderate the effect of phonics training on poor word reading skills.
Search methods
We searched the following databases in July 2012: CENTRAL 2012 (Issue 6), MEDLINE 1948 to June week 3 2012, EMBASE 1980 to 2012 week 26, DARE 2013 (Issue 6), ERIC (1966 to current), PsycINFO (1806 to current), CINAHL (1938 to current), Science Citation Index (1970 to 29 June 2012), Social Science Citation Index (1970 to 29 June 2012), Conference Proceedings Citation Index ‐ Science (1990 to 29 June 2012), Conference Proceedings Citation Index ‐ Social Science & Humanities (1990 to 29 June 2012), ZETOC, Index to Theses‐UK and Ireland, ClinicalTrials.gov, ICTRP, the metaRegister of Controlled Trials, ProQuest Dissertations and Theses, DART Europe E‐theses Portal, Australasian Digital Theses Program, Education Research Theses, Electronic Theses Online System, Networked Digital Library of Theses and Dissertations. Theses Canada portal, www.dissertation.com, and www.thesisabstracts.com. We also contacted experts and examined the reference lists of published studies.
Selection criteria
We included studies that use randomisation, quasi‐randomisation, or minimisation to allocate participants to either a phonics intervention group (phonics alone, phonics and phoneme awareness training, or phonics and irregular word reading training) or a control group (no training or alternative training, such as maths). Participants were English‐speaking children, adolescents, or adults whose word reading was below the level expected for their age for no known reason (that is, they had adequate attention and no known physical, neurological, or psychological problems).
Data collection and analysis
Two review authors independently selected studies, assessed risk of bias, and extracted data.
Main results
We found 11 studies that met the criteria for this review. They involved 736 participants. We measured the effect of phonics training on eight outcomes. The amount of evidence for each outcome varied considerably, ranging from 10 studies for word reading accuracy to one study for nonword reading fluency. The effect sizes for the outcomes were: word reading accuracy standardised mean difference (SMD) 0.47 (95% confidence interval (CI) 0.06 to 0.88; 10 studies), nonword reading accuracy SMD 0.76 (95% CI 0.25 to 1.27; eight studies), word reading fluency SMD ‐0.51 (95% CI ‐1.14 to 0.13; two studies), reading comprehension SMD 0.14 (95% CI ‐0.46 to 0.74; three studies), spelling SMD 0.36 (95% CI ‐0.27 to 1.00; two studies), letter‐sound knowledge SMD 0.35 (95% CI 0.04 to 0.65; three studies), and phonological output SMD 0.38 (95% ‐0.04 to 0.80; four studies). There was one result in a negative direction for nonword reading fluency SMD 0.38 (95% CI ‐0.55 to 1.32; one study), though this was not statistically significant.
We did five subgroup analyses on two outcomes that had sufficient data (word reading accuracy and nonword reading accuracy). The efficacy of phonics training was not moderated significantly by training type (phonics alone versus phonics and phoneme awareness versus phonics and irregular word training), training intensity (less than two hours per week versus at least two hours per week), training duration (less than three months versus at least three months), training group size (one‐on‐one versus small group training), or training administrator (human administration versus computer administration).
Authors' conclusions
Phonics training appears to be effective for improving some reading skills. Specifically, statistically significant effects were found for nonword reading accuracy (large effect), word reading accuracy (moderate effect), and letter‐sound knowledge (small‐to‐moderate effect). For several other outcomes, there were small or moderate effect sizes that did not reach statistical significance but may be meaningful: word reading fluency, spelling, phonological output, and reading comprehension. The effect for nonword reading fluency, which was measured in only one study, was in a negative direction, but this was not statistically significant.
Future studies of phonics training need to improve the reporting of procedures used for random sequence generation, allocation concealment, and blinding of participants, personnel, and outcome assessment.
PICO
Plain language summary
Phonics‐Training für englischsprachige schwache Leser
Ungefähr 5% der Englischsprechenden haben maßgebliche Probleme damit, Wörter lesen zu lernen. Schwache Wortleser werden häufig darin geschult, Buchstaben‐Laut Regeln zu nutzen, um ihre Lesefähigkeiten zu verbessern. Dieses Training ist allgemein als Phonics‐Training bekannt. Das primäre Ziel dieses Reviews war es, die Wirksamkeit des Phonics‐Trainings zur Verbesserung von acht Lese‐und Schreibfähigkeiten für englischsprachige schwache Wortleser zu ermitteln. Ein sekundäres Ziel war es, die Auswirkungen verschiedener Faktoren, wie Trainingsdauer und Trainingsgruppengröße, zu erforschen, die die Wirkung des Phonics‐Trainings auf schwache Wortlesefähigkeiten abschwächen d moderieren könnten.
Wir fanden 11 Studien, die die Einschlusskriterien für diesen Review erfüllten. Diese Studien schlossen insgesamt 736 Personen ein. Die Menge der Evidenz variierte erheblich für jede Lese‐ und Schreibfertigkeit und reichte von 10 Studien zur Wortlesegenauigkeit bis zu nur einer Studie zur Nichtwort‐Leseflüssigkeit.
Die Ergebnisse deuten darauf hin, dass das Phonics‐Training für die Verbesserung einiger Lesefähigkeiten wirksam sein könnte. Insbesondere scheint es eine große Auswirkung auf die Nichtwort‐Lesegenauigkeit, eine mittlere Auswirkung auf die Wortlesegenauigkeit und eine kleine bis mittlere Wirkung auf das Buchstaben‐Laut‐Wissen zu haben. Auf einige Endpunkte (Wortleseflüssigkeit, Buchstabieren/Rechtschreibung, phonologischer Output und Leseverstehen), könnte das Phonics‐Training eine kleine oder mittlere Wirkung haben. Jedoch ist es schwierig, sich dessen sicher zu sein, da die gefundenen Ergebnisse auch auf Zufall beruhen könnten. Ergebnisse für die Nichtwortleseflüssigkeit, welche nur in einer Studie gemessen wurde, gingen in eine negative Richtung. Aber auch hier könnte es sich um ein zufälliges Ergebnis handeln.
Zukünftige Studien zu Phonics‐Trainings müssen dahingehend verbessert werden, über den Ablauf zu berichten, wie die Teilnehmer in Gruppen eingeteilt werden und wie sie versuchen sicherzustellen, dass die Teilnehmer nicht wissen, ob sie zur "Interventionsgruppe" oder zur "Kontrollgruppe" gehören. Ebenso sollten die Studien eindeutig darüber berichten, wie sie sicherstellen, dass diejenigen, die den Lesefortschritt der Kinder messen, keine Kenntnis darüber haben, ob die Kinder Teil der Phonics‐Trainingsgruppe gewesen sind oder nicht.
