Another set of studies consists of comparisons of an approach called Direct Instruction with "regular" instruction. In one of the two studies included, the comparison group treatment is unknown. In the other, the Direct Instruction children were superior to comparisons in word reading in grades 5 and 6, three years after the program ended, but performed dismally in reading comprehension (total reading MAT score), with fifth graders scoring at the 16^th percentile and sixth graders at the 15^th (Becker and Gersten, 1982, table V; comparisons did about the same). This pattern of high scores on decoding tests and lower scores on reading tests is precisely what Garan reported for the impact of intensive, systematic phonics on studies using native speakers of English.

Also, Direct Instruction has only been compared to other skill-based approaches, not to whole language classes in which there is plenty of exposure to interesting, comprehensible books.

One must conclude that there is no convincing evidence supporting the use of intensive, systematic phonics for first or second language readers.

References

Anderson, R., Heibert, E., Scott, J., and Wilkinson, I. 1985. Becoming a Nation of Readers. Washington: National Institute of Education.

Becker, W. and Gersten, R. 1982. Follow-up of Follow-Through: The later effects of the direct instruction model on children in fifth and sixth grades. American Educational Research Journal 19 (1): 75-92.

Clymer, T. 1996. The utility of phonic generalizations in the primary grades. The Reading Teacher, 50(3), pp.182-187.

Clymer, T. 1963. The utility of phonic generalizations in the primary grades. The Reading Teacher 29: 333-342.

Currier, L.B. and Duguid, O. 1916. Phonics or no phonics? Elementary School Journal 17: 286-287.

Flurkey, A. and Xu, J. (Eds) 2003. On the Revolution of Reading: The Selected Writings of Kenneth S. Goodman. Portsmouth, NH: Heinemann.

Garen, E. 2002. Resisting Reading Mandates. Heinemann.

Krashen, S. 1993. The Power of Reading. Libraries Unlimited.

Krashen, S. 2002. The NRP comparison of whole language and phonics: Ignoring the crucial variable in reading. Talking Points, 13(3): 22-28.

Slavin, R. and Cheung, A. 2004. Effective Reading Programs for English Language Learners: A Best-Evidence Synthesis.
http://www.csos.jhu.edu/crespar/techReports/Report66.pdf

Smith, F. 1994. Understanding Reading. Erlbaum.

Smith, F. 2003. Unspeakable Acts, Unnatural Practices: Flaws and Fallacies in "Scientific" Reading Instruction. Portsmouth, NH: Heinemann.

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