Trends in Early Literacy Instructional Practices (2006-2023): A Systematic Literature Review

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 4
  In Roundtable Session: Innovations and Evidence-Based Perspectives in Literacy Instruction, Learning, and Research

Abstract

Successive waves of national literacy policy and research have focused on early literacy instruction. Yet, gaps between policy, research, and practice are ever widening. In order to connect the dots among research, practice, and policy, a multidisciplinary, intergenerational team conducted a rigorous, systematic literature review of research on early literacy practices using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method. We examined trends in peer reviewed literature on PK-3rd grade early literacy instructional practices over the past two decades (2006-2023) in a total of 286 studies, with particular considerations to the role of cultural, linguistic, and neurocognitive ways of being, knowing, and doing. Broad trends among reviewed studies including early literacy practices and implications will be discussed.

Authors

• Kindel Turner Nash, Appalachian State University

• Debra Prykanowski, Appalachian State University

• Peijuan Cao, Appalachian State University

• Gretchen Robinson, North Carolina A&T State University

• Rebecca Payne Jordan, Salem College

• Ashley Pennell, Appalachian State University

• Aftynne E. Cheek, Appalachian State University

• Jennifer Jaramillo, The Early Childhood Group

• Woodrow R. Trathen, Appalachian State University