The Quality of Recent Studies in Content- Area Writing in Secondary Classrooms

Authors

Diane M. MillerFollow
Erin M. McTigueFollow
Chyllis E. Scott, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

11-1-2015

Publication Title

Literacy Research: Theory, Method, and Practice

Volume

64

Issue

1

First page number:

461

Last page number:

477

Abstract

Situated within the historical and current state of writing and adolescent literacy research, we conducted a systematic literature review in which we screened 2,871 articles to determine the prevalent themes in current research on writing tasks in content-area classrooms. Each of the 37 final studies was evaluated and coded using seven methodological quality indicators. In this article, we further explore the quality analysis step of the review. Specifically, we critique the relative strengths and weaknesses of the current research in the area of content-area writing. Additionally, we identify exemplars for each of our primary recommendations for rigorous literacy research.

Keywords

Writing; Content-area literacy; Disciplinary literacy; Systematic literature review; Quality of research

Repository Citation

Miller, D. M., McTigue, E. M., Scott, C. E. (2015). The Quality of Recent Studies in Content- Area Writing in Secondary Classrooms. Literacy Research: Theory, Method, and Practice, 64(1), 461-477.
http://dx.doi.org/10.1177/2381336915617602