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

Session Type: Symposium

Abstract

This symposium addresses the persistent gap between theory-driven literacy research and its practical application for educators. By examining systematic reviews conducted using theoretical frameworks identified by prominent reading researchers published in Theoretical Models and Processes of Reading (Alvermann et al., 2019), this session explores how literacy research and theories have influenced literacy instruction. The symposium features three papers: the first analyzes vocabulary instruction theories for school-aged English learners; the second reviews theoretical underpinnings of math literacy instructional practices for adolescents; the third investigates theories guiding reading-writing integrated instruction. A distinguished researcher will discuss these reviews in the context of existing frameworks, aiming to enhance the translation of theory into practice.

Sub Unit

• SIG-Research in Reading and Literacy

Chair

• Li-Jen Kuo, Texas A&M University

Papers

• Examining Theories, Research and Practices in Vocabulary Instruction for English Learners - Yanfang Zeng, Texas A&M University; Lu Chen, Texas A&M University; Jr-An Lin, Texas A&M University; Haoran Shen, Texas A&M University

• A Systematic Review of Reading-Writing Integrated Instruction - Aakash Kumar, Texas A&M University; Brittany White, Texas A&M University; Yuwei Hu, Texas A&M University

• Math Literacy Instruction and Reading Theories: A Systematic Review - Yanbing Chen, Texas A&M University; Francisca Briandt, Texas A&M University; Hamza Benzina, Texas A&M University; Chunliu Han, Texas A&M University; Zohreh R. Eslami, Texas A&M University

Discussant

• Donna E. Alvermann, University of Georgia