A critical examination of the relationship among research, theory, and practice: Technology and reading instruction

Yang, Xinyuan; Kuo, Li-Jen; Ji, Xuejun Ryan; McTigue, Erin M.

doi:10.1016/j.compedu.2018.03.009

Cited by 31 publications

(42 citation statements)

References 37 publications

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“…In contrast, studies coded as implicit had an identifiable theory(s) that could be discerned through careful reading but was not cued by the author. Consistent with previous research examining theory within technology and reading instruction research (Yang et al, 2018), theories were often implicit: Only five of the 28 articles (18%) presented an explicit theoretical link.…”

Section: To What Extent Do Theories Inform Gg Research?supporting

confidence: 78%

“…Our next goals are epistemological. Theory has received particularly limited attention in CAI research for reading (Yang, Kuo, Ji, & McTigue, 2018), and in the literacy field, advances in reading theories have been consistently eclipsed by empirical advances (Cain & Parrila, 2014). Our theoretical analysis provides insight into the types of understanding (and potentially bias) of GG research.…”

Section: The Current Studymentioning

confidence: 99%

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Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

McTigue

Solheim

Zimmer

et al. 2019

Reading Research Quarterly

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A B S T R A C TOverall, game-based technology for early reading instruction has not robustly met the learning potentials of young readers. To better understand the effects and limitations of computer-assisted instruction in classrooms, researchers have called for more critical attention to learning theory, methodological selection, and context for learning. GraphoGame (GG), an adaptive serious game designed to prevent reading difficulties through the promotion of soundsymbol connections, has been implemented in over 20 countries. Therefore, the GG research base provides an opportunity to synthesize research on a single computer-assisted instruction across diverse contexts. Surprisingly, despite extensive use and further implementation plans, no review has yet synthesized GG's effects. Specifically, this systematic literature review, with an embedded meta-analysis, synthesized 28 empirical studies for theory, methodological quality, and outcomes. The GG research base was dominated by theories of reading disabilities and psycholinguistics. Methodologically, quantitative methods, focusing on phonological and decoding outcome measures only, were most common. The meta-analysis (n = 19), measuring GG's impact on word-reading outcomes, did not yield an overall meaningful effect size (g = −0.02). However, among moderators (language complexity, duration of intervention, and adult interaction), adult interaction was significant, favoring implementation contexts with high levels of adult interaction. Specifically, studies with high adult interaction produced an average positive effect size (g = 0.48), which suggests implications for classroom use. Regarding future research, the authors recommend stronger clarity of theory, attention to learning context, and a more purposeful collection of process data, which can be obtained through greater plurality of methodology. D espite great potential, the effect of educational technology on classroom learning has overpromised, both in general (

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Section: To What Extent Do Theories Inform Gg Research?supporting

confidence: 78%

Section: The Current Studymentioning

confidence: 99%

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

McTigue

Solheim

Zimmer

et al. 2019

Reading Research Quarterly

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“…Following the review by Yang, Kuo, Ji, and McTigue, we included articles that focused on any aspect of word learning or instruction [64]. Articles were excluded if over half of the word count of the entire article was not related to vocabulary instruction or if they were book reviews, commentaries, literature reviews, or editorial columns.…”

Section: Inclusion and Exclusion Criteriamentioning

confidence: 99%

“…Five out of the six authors collaborated to code the articles. Each article was read in its entirety and coded for the factors most relevant to the research questions, including: (1) Student characteristics, including grade level and explicit reference to ELLs or struggling learners; (2) the desired outcome, such as productive or receptive; (3) the reading theories underlying the recommended practices; and (4) explicit or implicit statement of theories [64].…”

Section: Coding Proceduresmentioning

confidence: 99%

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Moody

Kuo

et al. 2018

Education Sciences

Self Cite

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Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

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“…Ms. Lesning's experience is more typical rather than an outlier here. Even though a primary rationale for integrating technology into reading instruction has been to enhance student motivation (Yang, Kuo, Ji, & McTigue, 2018), in an extensive review of computer games, overall, games were not found to be more motivating than traditional instruction (Wouters et al, 2013). Furthermore, in international work, frequent computer game play in reading was associated with lower reading interest (Lai et al, 2006).…”

Section: Mythmentioning

confidence: 99%

Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms

McTigue¹,

Uppstad²

2018

The Reading Teacher

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Computer games and computer‐assisted instruction have become prevalent in reading classrooms. However, research‐based guidance for teacher use of such resources has not progressed at the same rate. In lieu of research, myths circulate about the utility of these resources, particularly when students use computer games independently. The authors synthesize research regarding computer games for young readers and particularly focus on issues of classroom implementation. This article is structured as a series of myths regarding expectations and best practices with computer games. The authors then present research findings to refute the myths and conclude with practical recommendations for teachers. Final recommendations emphasize the need for young readers to interact more, with adults and peers, in order for the learning that occurs in the computer environment to transfer to authentic reading activities. The authors encourage teachers to draw on pedagogical and content knowledge to be critical consumers of computer resources.

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A critical examination of the relationship among research, theory, and practice: Technology and reading instruction

Cited by 31 publications

References 37 publications

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

Critically Reviewing GraphoGame Across the World: Recommendations and Cautions for Research and Implementation of Computer‐Assisted Instruction for Word‐Reading Acquisition

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Getting Serious About Serious Games: Best Practices for Computer Games in Reading Classrooms

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