14.038 - Connection Between Theory and Practice: Systematic Reviews of Articles in Literacy Journals Published for Teachers

Session Type: Symposium

Abstract

While various reading theories have been proposed or refined through vigorous empirical research, little is known about to what extent theory-driven research has been translated into practice and made available to practitioners. The purpose of this symposium is to fill this gap by critically examining the connection between theory and practice. Using the theories identified in Theoretical Models and Processes of Reading as a framework, systematic reviews were conducted with articles published in the Reading Teacher and the Journal of Adolescent and Adult Literacy, two flagship journals of the International Reading Association. The 90-minute symposium will include three systematic reviews, each addressing distinctive domains of literacy instruction, and a discussion by a renowned literacy researcher well-versed in reading theories.

Sub Unit

• SIG-Research in Reading and Literacy

Chairs

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

• Erin M. McTigue, Texas A&M University

Papers

• Both Theory and Practice: Incorporating Reading Theory in Science Literacy Instruction - Katherine Landau Wright, Texas A&M University - College Station; Amanda D. Franks, Texas A&M University; Jiniva Serrano, Texas A&M University - College Station

• Discovering the Literacy Gap: A Systematic Review of Reading and Writing Theories in Research - Tracey S. Hodges, University of Alabama; Luxi Feng, Texas A&M University - College Station; Jiacheng Lu, Texas A&M University - College Station

• Theoretical Support for Digital Literacy: The Application of Technology in Reading Instruction - Xinyuan Yang, Texas A&M University - College Station; Xuejun Ji, Texas A&M University - College Station; Jeong Hyun Park, Texas A&M University - College Station; Bestern Kaani, Texas A&M University - College Station

Discussant

• Donna E. Alvermann, University of Georgia