Concept · education
Literacy Instruction
Follow Literacy Instruction — see important new research and changes in evidence.Change log
What changed
Dated edits to this page's evidence: studies added or removed from a claim, claims added or withdrawn, and new explanations tagged here. Rewordings are not listed.
- Concept page published
Literacy instruction here covers teaching and learning of reading and mathematics in school contexts — including digital tutors and evaluation of online texts — where instructional design meets disciplinary skill.
Literacy and numeracy remain core school outcomes. These papers link digital tools and critical evaluation practices to how students read and learn mathematics.
Evidence
What the evidence shows
Drawn from 4 studies in this library. Each finding starts with a plain-language takeaway, then the denser detail. Supports means evidence for a finding; Challenges means evidence against a stated position; Qualifies marks scope with a short note on each study’s contribution. Challenged positions are labeled — they are not findings.
Intelligent tutoring systems for multiplication and division are evaluated as instructional supports for mathematics learning.
Adolescents may identify untrustworthy online texts more easily than they can justify credibility judgments in writing.
Common misconceptions
If students pick the credible source, they understand credibility.
Ranking sources can succeed while written justifications remain weak.
Exam-style questions
Short-answer questions that ask you to explain or compare, not recall.
What gap can appear between credibility detection and credibility justification?
Students may correctly rank sources yet produce weak written explanations of why a source is trustworthy or not.
The studies
4 studies in this library bear on Literacy Instruction, ordered by citations.
- Remote learning and university reading difficulties
University students with formal or self-reported reading difficulties reported more remote-learning stress and were more likely than peers to fail at least one exam in the first COVID remote semester.
- How do teens judge if online health articles are trustworthy?
High school students can easily identify which online health texts are untrustworthy, but they struggle to explain the reasons behind their judgments.
- Can a dialogue ITS fix fraction multiplication?
Sixth graders using a dialogue-based math ITS outperformed peers who received traditional remedial instruction on fraction operations.
- How did math PD leaders adapt during COVID?
Mathematics coordinators kept using effective PD feature clusters when shifting school-team PD online during COVID-19.
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