File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1007/s44020-024-00060-y
- Scopus: eid_2-s2.0-85190548462
- Find via
Supplementary
-
Citations:
- Scopus: 0
- Appears in Collections:
Article: A systematic narrative synthesis review of the effectiveness of genre theory and systemic functional linguistics for improving reading and writing outcomes within K-10 education
Title | A systematic narrative synthesis review of the effectiveness of genre theory and systemic functional linguistics for improving reading and writing outcomes within K-10 education |
---|---|
Authors | |
Keywords | Genre theory Literacy Narrative synthesis systematic review Reading and writing Systemic functional linguistics |
Issue Date | 1-Aug-2024 |
Publisher | Springer |
Citation | Australian Journal of Language and Literacy, 2024, v. 47, n. 2, p. 203-223 How to Cite? |
Abstract | This paper reports a systematic narrative synthesis review conducted on the educational effectiveness of genre theory/systemic functional linguistics pedagogies for improving reading and writing outcomes in K-10 education within mainstream classrooms in Australia, the UK, the USA, New Zealand, and Canada. This framework has significant influence on reading and writing curriculum, teacher training, and literacy practices. However, its evidence base has never been systematically reviewed. An exhaustive database search sourced 7846 potentially relevant studies, which were screened according to guidelines for evaluating evidence through systematic narrative synthesis reviews and standardly applied criteria for educational evidence (e.g., The Centre for Education Statistics and Evaluation, What Works Clearinghouse). Very few peer-reviewed intervention studies with control groups and quantitatively measured outcomes were found. A surprising result. Those studies showing positive effects had flaws in research design and quality that preclude their use as educational evidence. This systematic review indicates that there is insufficient rigorous evidence of the benefits, or lack thereof, of genre theory/systemic functional linguistics–based approaches to teaching reading and writing within K-10 education, at least in terms of measurable outcomes for students. More high-quality research needs to be undertaken as the current research record is not sufficient to prove or disprove the value of this approach. |
Persistent Identifier | http://hdl.handle.net/10722/347342 |
ISSN | 2023 Impact Factor: 1.0 2023 SCImago Journal Rankings: 0.285 |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Green, Clarence | - |
dc.contributor.author | Giblin, Iain | - |
dc.contributor.author | Mulder, Jean | - |
dc.date.accessioned | 2024-09-21T00:31:10Z | - |
dc.date.available | 2024-09-21T00:31:10Z | - |
dc.date.issued | 2024-08-01 | - |
dc.identifier.citation | Australian Journal of Language and Literacy, 2024, v. 47, n. 2, p. 203-223 | - |
dc.identifier.issn | 1038-1562 | - |
dc.identifier.uri | http://hdl.handle.net/10722/347342 | - |
dc.description.abstract | This paper reports a systematic narrative synthesis review conducted on the educational effectiveness of genre theory/systemic functional linguistics pedagogies for improving reading and writing outcomes in K-10 education within mainstream classrooms in Australia, the UK, the USA, New Zealand, and Canada. This framework has significant influence on reading and writing curriculum, teacher training, and literacy practices. However, its evidence base has never been systematically reviewed. An exhaustive database search sourced 7846 potentially relevant studies, which were screened according to guidelines for evaluating evidence through systematic narrative synthesis reviews and standardly applied criteria for educational evidence (e.g., The Centre for Education Statistics and Evaluation, What Works Clearinghouse). Very few peer-reviewed intervention studies with control groups and quantitatively measured outcomes were found. A surprising result. Those studies showing positive effects had flaws in research design and quality that preclude their use as educational evidence. This systematic review indicates that there is insufficient rigorous evidence of the benefits, or lack thereof, of genre theory/systemic functional linguistics–based approaches to teaching reading and writing within K-10 education, at least in terms of measurable outcomes for students. More high-quality research needs to be undertaken as the current research record is not sufficient to prove or disprove the value of this approach. | - |
dc.language | eng | - |
dc.publisher | Springer | - |
dc.relation.ispartof | Australian Journal of Language and Literacy | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Genre theory | - |
dc.subject | Literacy | - |
dc.subject | Narrative synthesis systematic review | - |
dc.subject | Reading and writing | - |
dc.subject | Systemic functional linguistics | - |
dc.title | A systematic narrative synthesis review of the effectiveness of genre theory and systemic functional linguistics for improving reading and writing outcomes within K-10 education | - |
dc.type | Article | - |
dc.identifier.doi | 10.1007/s44020-024-00060-y | - |
dc.identifier.scopus | eid_2-s2.0-85190548462 | - |
dc.identifier.volume | 47 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 203 | - |
dc.identifier.epage | 223 | - |
dc.identifier.eissn | 1839-4728 | - |
dc.identifier.issnl | 1038-1562 | - |