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

References

• Abbott, R., Berninger, Virginia W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102, 281–298.10.1037/a0019318
   Web of Science ®Google Scholar
• *Adams, A. E., & Pegg, J. (2012). Teachers’ enactment of content literacy strategies in secondary science and mathematics classes. Journal of Adolescent and Adult Literacy, 56, 151–161. doi:10.1002/JAAL.00116
   Web of Science ®Google Scholar
• *Alsup, J. (2013). Teaching literature in an age of text complexity. Journal of Adolescent and Adult Literacy, 57, 181–184. doi:10.1002/JAAL.239
   Web of Science ®Google Scholar
• Alvermann, D. E., Unrau, N. J., & Ruddell, R. B. (Eds.). (2013). Theoretical models and processes of reading (6th ed.). Newark, DE: International Reading Association.
   Google Scholar
• Amrein-Beardsley, A., & Haladyna, T. (2012). Validating a theory-based survey to evaluate teaching effectiveness in higher education. Journal on Excellence in College Teaching, 23, 17–42.
   Google Scholar
• Anderson, R. C. (1977, June). Schema-directed processes in language comprehension. Paper presented at the NATO International Conference on Cognitive Psychology and Instruction, Amsterdam.
   Google Scholar
• *Benson, S. (2010). “I don’t know if that’d be English or not”: Third space theory and literacy instruction. Journal of Adolescent and Adult Literacy, 53, 555–563.10.1598/JAAL.53.7.3
   Web of Science ®Google Scholar
• Berninger, V. W., Abbott, R. D., Abbott, S. P., Graham, S., & Richards, T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities, 35, 39–56.10.1177/002221940203500104
   PubMed Web of Science ®Google Scholar
• Cain, K., & Parrila, R. (2014). Introduction to the special issue. Theories of reading: What we have learned from two decades of scientific research. Scientific Studies of Reading, 18, 1–4.10.1080/10888438.2013.836525
   Web of Science ®Google Scholar
• *Cervetti, G., & Pearson, P. D. (2012). Reading, writing, and thinking like a scientist. Journal of Adolescent and Adult Literacy, 55, 580–586. doi:10.1002/JAAL.00069
   Web of Science ®Google Scholar
• Conradi, K., Jang, B. G., & McKenna, M. C. (2014). Motivation terminology in reading research: A conceptual review. Educational Psychology Review, 26, 127–164.10.1007/s10648-013-9245-z
   Web of Science ®Google Scholar
• Ehri, L. (2000). Learning to read and learning to spell. Topics in Language Disorders, 20, 19–36.10.1097/00011363-200020030-00005
   Web of Science ®Google Scholar
• *Engstrom, E. U. (2005). Reading, writing, and assistive technology: An integrated developmental curriculum for college students. Journal of Adolescent and Adult Literacy, 49, 30–39. doi:10.1598/JAAL.49.1.4
   Web of Science ®Google Scholar
• *Fecho, B., Coombs, D., & McAuley, S. (2012). Reclaiming literacy classrooms through critical dialogue. Journal of Adolescent and Adult Literacy, 55, 476–482. doi:10.1002/JAAL.00057
   Web of Science ®Google Scholar
• *Felton, M. K., & Herko, S. (2004). From dialogue to two-sided argument: Scaffolding adolescents’ persuasive writing. Journal of Adolescent and Adult Literacy, 47, 672–683.
   Web of Science ®Google Scholar
• *Fernsten, L. A. (2008). Writer identity and ESL learners. Journal of Adolescent and Adult Literacy, 52, 44–52.10.1598/JAAL.52.1.5
   Web of Science ®Google Scholar
• Fish, S. (1980). Is there a text in this class? The authority of interpretive communities. Cambridge, MA: Harvard University Press.
   Google Scholar
• *Fisher, D., & Frey, N. (2012). Motivating boys to read: Inquiry, modeling, and choice matter. Journal of Adolescent and Adult Literacy, 55, 587–596. doi:10.1002/JAAL.00070
   Web of Science ®Google Scholar
• *Flanigan, K., & Greenwood, S. C. (2007). Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies. Journal of Adolescent and Adult Literacy, 51, 226–238.10.1598/JAAL.51.3.3
   Web of Science ®Google Scholar
• Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365–387.10.2307/356600
   Google Scholar
• *Freedman, L., & Carver, C. (2007). Preservice teacher understandings of adolescent literacy development: Naive wonder to dawning realization to intellectual rigor. Journal of Adolescent and Adult Literacy, 50, 654–665.10.1598/JAAL.50.8.4
   Web of Science ®Google Scholar
• Gambrell, L. B. (2011). Seven rules of engagement: What’s most important to know about motivation to read. The Reading Teacher, 65, 172–178.10.1002/trtr.2011.65.issue-3
   Web of Science ®Google Scholar
• Gambrell, L. B. (2015). Getting students hooked on the reading habit. The Reading Teacher, 69, 259–263.10.1002/trtr.1423
   Web of Science ®Google Scholar
• Gao, Y. (2013). The effects of summary writing on reading comprehension: The role of mediation in EFL classroom. Reading Improvement, 50, 43–47.
   Google Scholar
• Garrard, J. (2011). Health sciences literature review made easy (3rd ed.). Ontario: Jones & Bartlett Learning LLC.
   Google Scholar
• *Glenn, W. J. (2007). Real writers as aware readers: Writing creatively as a means to develop reading skills. Journal of Adolescent and Adult Literacy, 51, 10–20.10.1598/JAAL.51.1.2
   Web of Science ®Google Scholar
• Goatley, V. J., & Hinchman, K. A. (2013). Using research to make sensible literacy decisions within current educational initiatives. Language Nad Literacy Spectrum, 2357–2368.
   Google Scholar
• Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. TESOL Journal, 4, 9–24.10.1002/tesj.65
   Google Scholar
• *Grant, M., Lapp, D., Fisher, D., Johnson, K., & Frey, N. (2012). Purposeful instruction: Mixing up the “I,” “we,” and “you”'. Journal of Adolescent and Adult Literacy, 56, 45–55. doi:10.1002/JAAL.00101
   Web of Science ®Google Scholar
• *Groenke, S. L., & Youngquist, M. (2011). Are we postmodern yet? Reading monster with 21st-century ninth graders. Journal of Adolescent and Adult Literacy, 54, 505–513. doi:10.1598/JAAL.54.7.4
   Web of Science ®Google Scholar
• Guthrie, J. T., & Klauda, S. L. (2014). Effects of classroom practices on reading comprehension, engagement, and motivations of adolescents. Reading Research Quarterly, 49, 387–416.
   PubMed Web of Science ®Google Scholar
• Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 1–27). Mahwah, NJ: Erlbaum.
   Google Scholar
• Hayes, J. R. (2006). New directions in writing theory. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 28–40). New York, NY: Guilford.
   Google Scholar
• Holland, N. (1975). Five readers reading. New Haven, CT: Yale University Press.
   Google Scholar
• *Houp, G. W. (2009). Lana’s story: Re-storying literacy education. Journal of Adolescent and Adult Literacy, 52, 698–707.10.1598/JAAL.52.8.5
   Web of Science ®Google Scholar
• *Huang, S. (2011). Reading “further and beyond the text”: Student perspectives of critical literacy in EFL reading and writing. Journal of Adolescent & Adult Literacy, 55, 145–154. doi:10.1002/JAAL.00017
   Web of Science ®Google Scholar
• *Hughes, J. M., King, A., Perkins, P., & Fuke, V. (2011). Adolescents and “autographics”: Reading and writing coming-of-age graphic novels. Journal of Adolescent and Adult Literacy. doi:10.1598/JAAL.54.8.5
   Web of Science ®Google Scholar
• Iser, W. (1974). The implied reader: Patterns of communication in prose fiction from Bunyan to Beckett. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• Iser, W. (1978). The act of reading: A theory of aesthetic response. Baltimore, MD: Johns Hopkins University Press.
   Google Scholar
• *Juchniewicz, M. M. (2012). Visible voices: Literacy identity and the invisible homeless. Journal of Adolescent and Adult Literacy. doi:10.1002/JAAL.00060
   Google Scholar
• Kintsch, W. (2013). Revising the construction-integration model of text comprehension and its implications for instruction. In D. E. Alvermann, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 47–90). Newark, DE: International Reading Association.
   Google Scholar
• *Kohnen, A. M. (2013). Informational writing in high school science. Journal of Adolescent and Adult Literacy, 57, 233–242. doi:10.1002/JAAL.220
   Web of Science ®Google Scholar
• Leont’ev, A. N. (1981). Problem s of the development of mind. Moscow: Progress.
   Google Scholar
• Marinak, B., & Gambrell, L. B. (2008). Intrinsic motivation and rewards: What sustains young children’s engagement with text? Literacy Research and Instruction, 47, 9–26.10.1080/19388070701749546
   Google Scholar
• *Massey, D., & Riley, L. (2013). Reading math textbooks: An algebra teacher’s patterns of thinking. Journal of Adolescent and Adult Literacy, 56, 577–586. doi:10.1002/JAAL.187
   Web of Science ®Google Scholar
• *McMillan, S., & Wilhelm, J. (2007). Students’ stories: Adolescents constructing multiple literacies through nature journaling. Journal of Adolescent and Adult Literacy, 50, 370–377.10.1598/JAAL.50.5.4
   Web of Science ®Google Scholar
• Moje, E. B., Ciechanowski, K. M., Kramer, K., Ellis, L., Carrillo, R., & Collazo, T. (2004). Working toward third space in content area literacy: An examination of everyday funds of knowledge and discourse. Reading Research Quarterly, 39, 38–70. doi:10.1598/RRQ.39.1.4
   Web of Science ®Google Scholar
• *Montelongo, J., Herter, R. J., Ansaldo, R., & Hatter, N. (2010). A lesson cycle for teaching expository reading and writing. Journal of Adolescent and Adult Literacy, 53, 656–666.10.1598/JAAL.53.8.4
   Web of Science ®Google Scholar
• *Morse, M. L. (2008). Under the big top: Using the Hartford circus fire of 1944 to teach literacy strategies to Connecticut’s content area teachers. Journal of Adolescent and Adult Literacy, 52, 296–307.
   Web of Science ®Google Scholar
• *Olson, C. B., Land, R., Anselmi, T., & AuBuchon, C. (2010). Teaching secondary English learners to understand, analyze, and write interpretive essays about theme. Journal of Adolescent and Adult Literacy, 54, 245–256. doi:10.1598/JAAL.54.4.2
   Web of Science ®Google Scholar
• *Padak, N. D., & Bardine, B. A. (2004). Engaging readers and writers in adult education contexts. Journal of Adolescent and Adult Literacy, 48, 126–137.
   Web of Science ®Google Scholar
• Pajares, F., & Valiante, G. (2006). Self-efficacy beliefs and motivation in writing development. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 158–170). New York, NY: Guilford.
   Google Scholar
• *Paulson, E. J., & Armstrong, S. L. (2011). Mountains and pit bulls: Students’ metaphors for college transitional reading and writing. Journal of Adolescent and Adult Literacy, 54, 494–503. doi:10.1598/JAAL.54.7.3
   Web of Science ®Google Scholar
• *Perry, M., Wessels, A., & Wager, A. C. (2013). From play building to devising in literacy education: Aesthetic and pedagogical approaches. Journal of Adolescent & Adult Literacy, 56, 649–658. doi:10.1002/JAAL.195
   Web of Science ®Google Scholar
• Prior, P. (2006). A sociocultural theory of writing. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 54–66). New York, NY: Guilford.
   Google Scholar
• *Ranker, J. (2008). Making meaning on the screen: Digital video production about the Dominican republic. Journal of Adolescent and Adult Literacy, 51, 410–422.10.1598/JAAL.51.5.4
   Web of Science ®Google Scholar
• Rosenblatt, L. (1938). Literature as exploration. New York, NY: Noble and Noble.
   Google Scholar
• Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
   Google Scholar
• Rosenblatt, L. M. (2013). The transactional theory of reading and writing. In N. Unrau, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 923–956). Newark, DE: International Reading Association.10.1598/0710
   Google Scholar
• *Shelton, K. S. (2004). Using written conversation in middle school: Lessons from a teacher researcher project. Journal of Adolescent and Adult Literacy, 47, 492–507.
   Web of Science ®Google Scholar
• Silliman, E. R., & Wilkinson, L. C. (1994). Discourse scaffolds for classroom intervention. In G. P. Wallach & K. G. Butler (Eds.), Language learning disabilities in school-age children and adolescents (pp. 145–173). Boston, MA: Allyn & Bacon.
   Google Scholar
• *Spires, H. A., Hervey, L. G., Morris, G., & Stelpflug, C. (2012). Energizing project-based inquiry: Middle-grade students read, write, and create videos. Journal of Adolescent and Adult Literacy, 55, 483–493. doi:10.1002/JAAL.00058
   Web of Science ®Google Scholar
• *Spitler, E. (2011). From resistance to advocacy for math literacy: One teacher’s literacy identity transformation. Journal of Adolescent and Adult Literacy, 55, 306–315. doi:10.1002/JAAL.00037
   Web of Science ®Google Scholar
• *Stewart, M. A. (2013). Giving voice to Valeria’s story: Support, value, and agency for immigrant adolescents. Journal of Adolescent and Adult Literacy, 57, 42–50. doi:10.1002/jaal.217
   Web of Science ®Google Scholar
• Sun, R., & Fleischer, P. (2012). A cognitive social simulation of tribal survival strategies: The importance of cognitive and motivational factors. Journal of Cognition and Culture, 12, 287–321.10.1163/15685373-12342077
   Google Scholar
• *Thompson, M. (2008). Multimodal teaching and learning: Creating spaces for content teachers. Journal of Adolescent & Adult Literacy, 52, 144–153.10.1598/JAAL.52.2.5
   Web of Science ®Google Scholar
• Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 6–12. Portland, ME: Stenhouse Publishers.
   Google Scholar
• Tracey, D. H., & Morrow, L. M. (2012). Lenses on reading: An introduction to theories and models (2nd ed.). New York, NY: Guilford Press.
   Google Scholar
• Ulusoy, M., & Dedeoglu, H. (2011). Content area reading and writing: Practices and beliefs. Australian Journal of Teacher Education, 36(4), 1–17.
   Google Scholar
• Unrau, N. J., & Alvermann, D. E. (2013). Literacies and their investigation through theories and models. In N. Unrau, N. J. Unrau, & R. B. Ruddell (Eds.), Theoretical models and processes of reading (6th ed., pp. 47–90). Newark, DE: International Reading Association.10.1598/0710
   Google Scholar
• *Vagle, M. D. (2011). Lessons in contingent, recursive humility. Journal of Adolescent and Adult Literacy, 54, 362–370. doi:10.1598/JAAL.54.5.6
   Web of Science ®Google Scholar
• *Vasudevan, L. M. (2006). Looking for angels: Knowing adolescents by engaging with their multimodal literacy practices. Journal of Adolescent and Adult Literacy, 50, 252–256.10.1598/JAAL.50.4.1
   Web of Science ®Google Scholar
• Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Boston, MA: Harvard University Press.
   Google Scholar
• West, J. (2013). Deep and lifelong learning: When theory and SoTl intersect. Journal of the Scholarship of Teaching and Learning, 13, 11–20.
   Google Scholar
• Wigfield, A., & Guthrie, J. T. (1995). Dimensions of children’s motivations of reading: An initial study (Research Report No. 34). Athens, GA: National Reading Research Center.
   Google Scholar
• *Williams, B. T. (2004). Boys may be boys, but do they have to read and write that way? Journal of Adolescent and Adult Literacy, 47, 510–515.
   Web of Science ®Google Scholar
• *Wilson, N. S., Grisham, D. L., & Smetana, L. (2009). Investigating content area teachers’ understanding of a content literacy framework: A yearlong professional development initiative. Journal of Adolescent and Adult Literacy, 52, 708–718.10.1598/JAAL.52.8.6
   Web of Science ®Google Scholar
• *Witte, S. (2007). That’s online writing, not boring school writing: Writing with blogs and the talk back project. Journal of Adolescent and Adult Literacy, 51, 92–96.
   Web of Science ®Google Scholar
• Wright, K. L., Franks, A. D., Kuo, L. J., McTigue, E. M., & Serrano, J. (2015). Both theory and practice: Science literacy instruction and theories of reading. International Journal of Science and Mathematics Education, 1–18. doi:10.1007/s10763-015-9661-2
   Web of Science ®Google Scholar