Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content

Miller, Diane M.; Scott, Chyllis E.; McTigue, Erin M.

doi:10.1007/s10648-016-9393-z

Cited by 58 publications

(52 citation statements)

References 82 publications

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“…Modeled after the systematic review guidelines established by Torgerson (2007), the studies underwent a methodological quality evaluation at the full-text level. Our Methodological Quality Questionnaire (see the Appendix) was adapted from Miller, Scott, and McTigue (2018). We added the criterion of fidelity of implementation because it predicts reading intervention success (e.g., Fogarty et al, 2014).…”

Section: Methodological Quality Evaluationmentioning

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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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: Methodological Quality Evaluationmentioning

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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“…Across all grade levels, writing challenges students (Bangert-Drowns, Hurley, & Wilkinson, 2004;Miller, Scott, & McTigue, 2018;Yost & Vogel, 2012). Students typically enter elementary school with enthusiastic and mostly favorable views toward writing (Elbow, 2004;James, Jao, & Berninger, 2017).…”

mentioning

confidence: 99%

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

2019

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After third grade, students' motivation and enjoyment of writing begins to wane, and this trend continues through most of their education. Middle grade students especially need high-quality writing instruction; however, many teachers report feeling inadequately prepared to teach writing. To combat these issues, teacher preparation programs should understand how their preservice teachers feel about writing and teaching writing. The present study surveyed 150 middle grade preservice teachers to determine their self-efficacy beliefs about writing and writing instruction. Results indicate that preservice teachers valued writing, but did not feel confident with many specific aspects of writing instruction.

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“…They found in their meta-analysis of writing-to-learn interventions a positive effect of metacognitive prompts, suggesting that a metacognitive position of the learner contributes to learning in the disciplines. This view is supported by a recent review of Miller et al (2018). However, their focus is mainly on metacognitive strategies for content learning, for instance through learning to write journals.…”

Section: Introductionmentioning

confidence: 97%

“…Moreover, from secondary education onwards, content-area knowledge becomes more advanced and the texts and tasks students are confronted with require specialized forms of knowledge, related to the specific disciplines. Becoming a proficient writer across genres and disciplines requires systematic and explicit instruction (Miller, Scott, & McTigue, 2018). In the Netherlands, recently more attention is given to reading and writing in different school subjects, both in policy and teaching practices.…”

Section: Introductionmentioning

confidence: 99%

Effects of writing instruction on adolescents’ knowledge of writing and text quality in history

Drie¹,

Janssen²,

Groenendijk³

2018

L1 Educational Studies in Language and Literature

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Developing adolescents' writing ability is an important goal of present-day education, but hard to attain. In order to write well, writers must possess knowledge about what to write (content knowledge) and how to write well in a particular genre (metacognitive knowledge). Becoming a proficient writer across genres and disciplines requires systematic and explicit instruction. We investigated the effects of domain-specific writing instruction on students' knowledge of writing and text quality in the context of argumentative writing in history. Participants were three history teachers and one Dutch language teacher and their classes (Grade 8, 10 and 11). The teachers each designed a writing intervention based on design principles for effective writing instruction. A pre-posttest quasi-experimental design was used to investigate the effects of each intervention. Results showed a positive effect of instruction on writing knowledge; students in all three interventions produced more writing advice, especially more genre-specific and product-related recommendations. With respect to text quality an improvement on genre-specific aspects was found. Correlational analyses between knowledge of writing and text quality after the intervention only yielded positive effects for the intervention in Grade 8. In sum, this study shows that teacher-designed interventions in secondary education may improve adolescents' knowledge of writing and quality of writing.

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Writing in the Secondary-Level Disciplines: a Systematic Review of Context, Cognition, and Content

Cited by 58 publications

References 82 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

What Do Middle Grades Preservice Teachers Believe about Writing and Writing Instruction?

Effects of writing instruction on adolescents’ knowledge of writing and text quality in history

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