Literacy-based teaching methods pattern: reading-strategy instruction, writing-process instruction, and written recasts layered onto an established communicative curriculum¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

A lesson/unit-level design in which an established communicative second language curriculum is extended with three literacy-based components: explicit reading-strategy instruction, instruction in the five-step writing process, and written corrective recasts during drafting. The reading strategies "included the use of scanning, skimming, guessing, predicting, cognates, phonological awareness, identifying grammar structures, using a dictionary, summarizing, using graphic organizers, and connecting the reading to the participant's background knowledge." Students practiced each strategy on a small portion of an extended reading before completing it independently, and wrote key information on a graphic organizer.

Design Implications¶

Context¶

Requirements¶

One teacher trained in the literacy-based methods delivers instruction; the article arranged three training meetings plus a separate meeting on test administration and scoring
An extended reading matched to learner proficiency and tied to the initial instruction by topic, vocabulary, and grammar structures
A writing assignment of at least five paragraphs using a shared prompt, with the experimental group expected to use the writing process

Constraints¶

The teacher could provide recast feedback on only a few sentences per student per approximately 47-minute class period
The study was limited to four classes of beginning-level Spanish students aged 12–14 whose first language was not Spanish

Target Learners¶

beginning-level (novice proficiency) middle-school second language learners, ages 12–14

Learning Goals¶

second language vocabulary and grammar achievement
reading comprehension strategy use
written production in the second language

Claims¶

Examples¶

-

Key Sources¶

Ramirez, H., & Jones, D. (2013). Effects of reading strategies and the writing process with written recasts on second language achievement. Administrative Issues Journal: Education, Practice, and Research, 3(1). https://doi.org/10.5929/2013.3.1.7

Page metadata

Field	Value
`type`	`design`
`id`	`literacy-based-teaching-methods-pattern`
`title`	`Literacy-based teaching methods pattern: reading-strategy instruction, writing-process instruction, and written recasts layered onto an established communicative curriculum`
`description`	`A lesson/unit-level design in which an established communicative second language curriculum is extended with three literacy-based components: explicit reading-strategy instruction, instruction in the five-step writing...`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-11-03`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `ramirez-2013`

Frontmatter is the page's machine-readable record — see the Schema & Guide.