Learning to read: From an umbrella review of reading research to an inspiration guide for schools
Submitted by:
Jordi Casteleyn
Abstract:
Only a small number of review studies discuss all essential aspects of learning to read in all stages of formal education (from pre-primary to secondary education). Moreover, insights from these review studies sometimes have difficulty finding their way into the classroom (Vanderlinde & Van Braak, 2010). This project aims to answer two questions: 1) What are the features of effective reading education in pre-primary, primary and secondary education? What are the factors that influence it?, and 2) How can the gap between research into reading instruction and practice be bridged? To answer RQ1, we chose to follow the procedure of an umbrella review (Torgerson, 2007), which only uses systematic reviews, with or without a meta-analysis. After identifying studies (n=385) based on relevant keywords, and excluding studies based on title, abstract and full text (n=236), we assessed the methodological quality, which resulted in an additional 52 studies being excluded. Eventually, 99 studies became the basis for formulating conclusions regarding reading instruction. To answer RQ2, an inspiration guide about effective reading instruction was created based on the insights of RQ1. We used the method of design-based research (Becuwe et al. 2016), in which both teachers (n=30, 10 per stage of formal education) and expert researchers (n=3) were involved in the process. To our knowledge, this study is one of the few projects that provide a structured empirical basis for the process of learning to read, from pre-primary to secondary education, and align this with practical advice.
Becuwe, H., Tondeur, J., Pareja Roblin, N., Thys J., & Castelein, E. (2016). Teacher design teams as a strategy for professional development: the role of the facilitator, Educational Research and Evaluation, 22:3-4, 141-154, DOI: 10.1080/13803611.2016.1247724
Torgerson, C. J. (2007). The quality of systematic reviews of effectiveness in literacy learning in English: a ‘tertiary’ review. Journal of Research in Reading, 30(3), 287-315. https://doi. org/10.1111/j.1467- 9817.2006.00318.x
Vanderlinde, R., & Van Braak, J. (2010). The gap between educational research and practice: Views of teachers, school leaders, intermediaries and researchers. British Educational Research Journal, 36(2). 299-316.