A Systematic Review of Reading-Writing Integrated Instruction

• In Event: The Connection Between Literacy Theories, Research, and Instructional Practice: Systematic Reviews

Abstract

Objectives
Writing is a crucial skill. While various approaches to writing instructions have been proposed, the reading-writing approach has gained increasing attention in the past decade (for a review, see Graham, 2024). This review aimed to evaluate how reading-writing integrated instruction has been informed by recent research and literacy theories by conducting a systematic review of articles targeting practitioners.
Theoretical framework
The systematic review was guided by the theoretical frameworks presented in Theoretical Models and Processes of Reading (Alvermann, Unrau & Rudell, 2019), including sociocultural, motivation, transaction, reader-response, and social construction theories. These theories have been extensively employed to consider social, cultural, cognitive, and affective factors in reading-writing integrated instruction.
Method
A systematic content and trend analysis of articles from two major practitioner journals published in the past decade (2015 - 2024) was conducted. A matrix method (Garrard, 2011), including systematic coding procedures, multiple coders, and inter-rater reliability checks, was utilized to ensure comprehensive analysis. Articles pertaining to reading-writing integrated instruction were included. Articles dedicated to reading or writing instruction without a clear focus on integrating the two were excluded. The articles included were systematically coded for student demographics, aspects of reading and writing instruction, instructional approaches and principles, and the guiding literacy theories. Following Hodges et al (2016), theories were coded for explicitness (explicit vs. implied) and hierarchy (primary and secondary). Inter-rater reliability checks showed a 92 % agreement.
Data sources
With a focus on reading-writing integrated instruction for adolescents, our primary data source was articles published in the Journal of Adolescent and Adult Literacy (JAAL), the flagship journal for practitioners of the International Literacy Association. The initial search identified 126 articles; the screening resulted in 20 articles qualified for further analysis.
Results
The analysis identified sociocultural theory as the dominant theoretical framework, accounting for 85% of the articles reviewed. This finding is consistent with the pattern revealed by Hodges et al. (2016). Other theories, such as reader response theory (25%), motivation theory (10%), social constructivism (10%), and transactional theory (5%), were identified as secondary frameworks. Many studies were guided by sociocultural theory as the primary framework, with secondary frameworks often identified implicitly through language use and thematic focus, highlighting the need for incoporating multiple theories.
Significance of the Study
Building on Hodges et al. (2016), which examined articles in practitioner journals from the previous decade, the present study provides an updated review of the theoretical frameworks guiding integrated reading-writing instruction. The study found that sociocultural theory remains predominant, while other theories, such as reader response, motivation, social constructivism, and transactional theories, are implicitly integrated. The findings indicate a lack of theoretical integration and limited explicit connections between reading and writing theories. This gap highlights the need to incorporate diverse theoretical frameworks to enhance integrated reading-writing instruction.

Authors

• Aakash Kumar, Texas A&M University

• Brittany White, Texas A&M University

• Yuwei Hu, Texas A&M University