Piasta, S. B. & Wagner, R. K. (2010). Developing early literacy skills: A meta-analysis of alphabet learning and instruction. Reading Research Quarterly, 45(1), 8-38.
If you want to find something badly enough, you will find a way to make the research say that, whether it does or not.
Here, the researchers really want direct instruction about the alphabet to have a strong effect on later literacy learning. It really doesn't, though -- this meta-analysis of 82 independent contrasts in 63 studies does not show strong effects. We still don't know how, or even if, these skills can be effectively taught so that children can be helped.
As often happens with meta-analyses, the poor state of the research base is blamed for the lack of strong effects. Could it be that direct instruction in letter names and sounds really doesn't help kids read better? Nope -- has to be because the studies are flawed in some way. Then I catch a glimpse of the real agenda: someone needs to make a case for new and supposedly "better" research that they will do that will show stronger effects. BINGO!
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