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A Systematic Review of Theoretical Frameworks in Reading and Writing: Insights from JAAL (2015–2024).

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Title: A Systematic Review of Theoretical Frameworks in Reading and Writing: Insights from JAAL (2015–2024).
Authors: Kumar, Aakash (AUTHOR), Kuo, Li Jen (AUTHOR), White, Brittany (AUTHOR), Hu, Yuwei (AUTHOR)
Source: Reading Psychology. Aug/Sep2025, Vol. 46 Issue 6, p543-557. 15p.
Subjects: Social constructivism, Sociocultural theory, Adult literacy, Research personnel, Design services
Abstract: This systematic review explored the theoretical frameworks used in reading and writing research published in the Journal of Adolescent and Adult Literacy (JAAL) between 2015 and 2024. Using the matrix method, we screened 126 articles for inclusion criteria and identified 20 studies that addressed both reading and writing in empirical research. We coded each article to determine which theories were explicitly or implicitly used, focusing on five frameworks frequently cited in literacy studies: sociocultural theory, reader response theory, motivation theory, social constructivism, and transactional theory. Results revealed sociocultural theory as the dominant lens, whereas other theories were mainly used as secondary frameworks and often cited implicitly. We also found limited integration across theories despite the acknowledged interdependence of reading and writing. These findings indicate a need for greater theoretical clarity and suggest that researchers and practitioners adopt more integrated approaches when investigating or teaching literacy. By highlighting the current state of theoretical application in JAAL, this review underscores opportunities to strengthen both research design and classroom practice through more explicit and multifaceted theoretical grounding. [ABSTRACT FROM AUTHOR]
Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Systematic Review of Theoretical Frameworks in Reading and Writing: Insights from JAAL (2015–2024).
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  Data: <searchLink fieldCode="AR" term="%22Kumar%2C+Aakash%22">Kumar, Aakash</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kuo%2C+Li+Jen%22">Kuo, Li Jen</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22White%2C+Brittany%22">White, Brittany</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Hu%2C+Yuwei%22">Hu, Yuwei</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Reading+Psychology%22">Reading Psychology</searchLink>. Aug/Sep2025, Vol. 46 Issue 6, p543-557. 15p.
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  Data: <searchLink fieldCode="DE" term="%22Social+constructivism%22">Social constructivism</searchLink><br /><searchLink fieldCode="DE" term="%22Sociocultural+theory%22">Sociocultural theory</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+literacy%22">Adult literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Research+personnel%22">Research personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Design+services%22">Design services</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This systematic review explored the theoretical frameworks used in reading and writing research published in the Journal of Adolescent and Adult Literacy (JAAL) between 2015 and 2024. Using the matrix method, we screened 126 articles for inclusion criteria and identified 20 studies that addressed both reading and writing in empirical research. We coded each article to determine which theories were explicitly or implicitly used, focusing on five frameworks frequently cited in literacy studies: sociocultural theory, reader response theory, motivation theory, social constructivism, and transactional theory. Results revealed sociocultural theory as the dominant lens, whereas other theories were mainly used as secondary frameworks and often cited implicitly. We also found limited integration across theories despite the acknowledged interdependence of reading and writing. These findings indicate a need for greater theoretical clarity and suggest that researchers and practitioners adopt more integrated approaches when investigating or teaching literacy. By highlighting the current state of theoretical application in JAAL, this review underscores opportunities to strengthen both research design and classroom practice through more explicit and multifaceted theoretical grounding. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Reading Psychology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02702711.2025.2479478
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        Text: English
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      – SubjectFull: Adult literacy
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              Text: Aug/Sep2025
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