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Discovering the literacy gap: A systematic review of reading and writing theories in research

机译:发现识字差距:对研究中读写理论的系统评价

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Research is failing to consistently report theoretical frameworks, increasing the gap between research and practice, and increasing the difficulty teachers face in effectively matching interventions with student needs. However, this lack of theoretical understanding has not been well documented in the current literature. The purpose of this systematic review is to determine the literacy theories used in published articles within the Journal of Adolescent and Adult Literacy (JAAL ). JAAL is a peer-reviewed literacy journal that focuses on providing research-based practices for teachers. The present study includes an overview of published theories of reading and writing and the results of coding for these theories within a sample of ninety-four published intervention articles. Through this review, we have uncovered several areas for future research: (1) clarification of the differences between sociocultural and sociocognitive theories, (2) an increased emphasis on the mutual impact of reading and writing, and (3) a need to diversify theories used for reading and writing instruction.
机译:研究未能始终如一地报告理论框架,扩大了研究与实践之间的差距,也增加了教师在有效地将干预措施与学生需求相匹配方面面临的困难。但是,这种缺乏理论上的理解在当前文献中还没有得到很好的证明。本系统综述的目的是确定《青少年与成人素养杂志》(JAAL)中已发表文章中使用的素养理论。 JAAL是一本经过同行评审的扫盲期刊,致力于为教师提供基于研究的实践。本研究在94篇发表的干预文章样本中,概述了已发表的阅读和写作理论以及这些理论的编码结果。通过这次审查,我们发现了未来研究的几个领域:(1)澄清社会文化理论和社会认知理论之间的差异;(2)越来越强调阅读和写作的相互影响;(3)需要使理论多样化用于阅读和编写说明。

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