Of Research Reviews and Practice Guides
Translating Rapidly Growing Research on Adolescent Literacy Into Updated Practice Recommendations
Bibliographic Data
| ID | 14451631 |
|---|---|
| Authors | Dan Reynolds (0000-0002-8403-2856, John Carroll University University Heights Ohio USA, corresponding author) |
| Year | 2021 |
| Volume | 56 |
| Issue | 3 |
| Pages | 401-414 |
| Publication date | 2021-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Reading Research Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0034-0553 • E-ISSN: 1936-2722 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/rrq.314 |
| OpenAlex | W3020177744 |
| Language | EN |
| Citations received | 4 |
| References cited | 43 |
The demand for evidence‐based instructional practices has driven a large supply of research on adolescent literacy. Documenting this supply, Baye, Inns, Lake, and Slavin’s 2019 article in Reading Research Quarterly synthesized far more studies, with far more rigorous methodology, than had ever been collected before. What does this mean for practice? Inspired by this article, I investigated how this synthesis compared with the 2008 U.S. Institute of Education Sciences practice guide for adolescent literacy. I also include two contemporary documents for context: Herrera, Truckenmiller, and Foorman’s (2016) review and the U.K. Education Endowment Foundation’s 2019 practice guide for secondary schools. I first examine how these documents define adolescent , reading , and evidence , and propose more inclusive definitions. I then compare their respective evidence bases, finding that the quality and quantity of evidence have dramatically changed. Only one of the 34 studies in the 2008 U.S. practice guide met Baye et al.’s inclusion criteria in 2019, and the average sample size in Baye et al.’s studies was 22 times as large as those in the 2008 U.S. practice guide. I also examine the potential implications for a new practice guide’s instructional recommendations and comment on the expansion of research in technology, disciplinary literacy, and writing—topics scarcely covered in the 2008 U.S. practice guide but which have been extensively researched since then. Finally, I call for revision of the U.S. practice guide and the establishment of standing committees on adolescent literacy to help educators translate the latest research findings into updated practices
Context (archaeology) · Discipline · Endowment · Inclusion (mineral) · Literacy · Mathematics education · Medical education · Pedagogy · Political science · Public relations · Reading (process) · Social science · Sociology · Law · Literacy, Media, and Education · Medicine · Psychology · Teacher Education and Leadership Studies
A Synthesis of Reading Interventions and Effects on Reading Comprehension Outcomes for Older Struggling Readers
Decoding and Reading Comprehension
Empirical Benchmarks for Interpreting Effect Sizes in Research
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Decoding, Reading, and Reading Disability
Reading Like a Historian
Layering Intermediate and Disciplinary Literacy Work
A Systematic Review of the Research on Vocabulary Instruction That Impacts Text Comprehension
Emergent Bilingual Students and Digital Multimodal Composition
Influence of Oral Discussion on Written Argument
Relating Reading Comprehension to Oral Reading Performance in the Naep Fourth‐Grade Special Study of Oral Reading
Toward a Multifaceted Heuristic of Digital Reading to Inform Assessment, Research, Practice, and Policy
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A Synthesis of Quantitative Research on Reading Programs for Secondary Students
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Strategy Instruction Shifts Teacher and Student Interactions During Text‐Based Discussions
Who Gets to Read What? Tracking, Instructional Practices, and Text Complexity for Middle School Struggling Readers
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Engaging Struggling Adolescent Readers to Improve Reading Skills
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Explanatory Modeling in Science Through Text-Based Investigation
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Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle School Students
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Children and Youth With Disabilities
| Citations per year | 0.8 |
|---|---|
| Citation span | 2021 - 2025 (5) |
| Highly cited | No |