Connecting Theory and Practice: Content Literacy Instruction at K–5 Levels

• In Event: Critical Issues in Literacy Research 3

Abstract

Content literacy development is critical in both secondary education and early elementary grades. Recommendations of instructional practices should not only address what makes teaching effective but also the theoretical basis supporting those practices. The current study expands on Wright et al. (2015) and other previous reviews on content literacy instruction by systematically reviewing articles on content literacy instruction at the elementary level that were published in the past ten years. The primary literacy skills emphasized in math and science literacy instruction, the instructional strategies, and the reading theories supporting those strategies were examined. Findings from the current systematic review provided significant implications for both researchers and practitioners.

Authors

• Xinyuan Yang, Texas A&M University - College Station

• Li-Jen Kuo, Texas A&M University - College Station

• Luchen Jiang, Texas A&M University