Annotated Bibliography

Gibbons, B. (2003). Supporting elementary science education for English learners: A

constructivist evaluation instrument. The Journal of Educational Research, 96(6), 371-

380.

Summary
This source states that English learners are more proficient in nonverbal language, rather than
verbal language. It compares English learners in group learning situations, inferential reasoning
versus logical reasoning and comparing learning done in varied situations (kinesthetic, focus on
persons or things, engagement in different situations). overall, the purpose of this study was to
develop an evaluation instrument that administrators could use to promote constructivist teaching
of elementary science to English learners.

Theoretical framework
The theoretical framework that this source actively follows is Krashen’s theory stating that
learners will be able to learn through multiple interactions through comprehension and
acquisition of science knowledge (hands on, minds on and supportive learning activities).
It also utilizes Krashens’ second language acquisition theory, in which, for learning to occur, the
teacher should use teaching methods with English Learners that expose them to related topics
and vocabulary for extended periods of time throughout the school day.

Reflection:
Working with English Learners, and basing my research on them, this source hits close to home
for my research. Krashen’s theories are utilized in my research to help describe theories on how
and why English learners can utilize academic vocabulary. The researcher also used learning
centers and modeled talk, which is something I am going to incorporate for my research while
doing guided reading with them. The realia strategies he uses also makes me think of ways to
incorporate real life objects to help the students that have not had any exposure to what we are
currently learning or reading.
Herbert, K. (2017). I Won’t Learn From You: Thoughts On The Role Of Assent Learning. In A.

Darder, R. D. Torres, & M. P. Baltodano (Eds.), The Critical Pedagogy Reader (3rd ed.)

(pp. 625-625). New York, NY: Routledge.

Summary
Herbert defines “not learning” as a refusal to learn, which can be viewed by educators’ as failure
to learn or disobedience. This method of learning comes from when a student has to deal with
unavoidable challenges in their personal life, and refusal to learn keeps the free of rejection and
safe in their own mind. He states that once teachers and educators understand “not learning”, we
can develop a relationship with each student and overcome the challenge. Herbert recalls stories
with past students, and how their “not learning” was not a failure to learn, but each one had
challenges in their personal life and how he helped them overcome it.

Disposition
Working in a title 1 school with many kids from different backgrounds and poverty, it helps me
personally to understand students experiencing this. I want to bring this mindset into my
classroom and address the students in a way that they are comfortable talking about family and
society without feeling a major loss of self, even during challenging times. Often times, when a
student is frustrated in learning, or having a moment of failure to learn, as educators, we can
display an empathetic mood of frustration as well. With the mindset of “not learning” versus
failure to learn, it will help me want to overcome the personal challenge these students are
facing, to make them comfortable enough to want to learn. It is our responsibility to determine
these differences.
Hooks, B. (2017). Confronting Class In The Classroom. In A. Darder, R. D. Torres, & M. P.

Baltodano (Eds.), The Critical Pedagogy Reader (3rd ed.) (pp. 181-187). New York, NY:

Routledge.

Summary
Hooks opens up about how there is a major silence about class differences within the education
system. Although we may face differences outside of the educational system, we need to bring it
into the school system as well. Class is not just money, but also the values our students learn.
Hooks mentions that classroom conduct is not actually taught, but that as teachers, we actually
reinforce it with a system of rewards. We reward students based on their behavior. Students not
earning as many rewards are deemed as lower class standards. Hooks wants educators to become
comfortable with openly talking and educating about class and talks about creating an
environment where everyone’s voice can be heard, regardless of class.

Disposition
I am always interested in learning about how to talk or bring up tough issues within the
classroom, especially in this day and age, along with being in an elementary background. The
exposure at a young age can aid students in becoming more confident in talking about class and
recognizing others as they get older. Hooks mentions a wonderful idea that students’ voices
should be heard and that it should be included within the curriculum. Speaking in public is one
of the major fears in adults, so overcoming this at a young age can shape critical thinking,
outspoken minds. Creating curriculum and talking pieces for students to come out in their own
skin, and embrace themselves is the key point I would like to involve within my teaching.
Justice, L., Chen, J., Jiang, H., Tambyraja, S., & Logan, J. (2019). Early-Literacy Intervention

Conducted by Caregivers of Children with Language Impairment: Implementation

Patterns Using Survival Analysis. Journal of Autism and Developmental Disorders, 1-15.

Summary
This study looks at the implementation of home reading programs, which have been developed
using evidence of other frameworks, by caregivers to students with language impairment. Over
15 weeks, 50% of the caregivers that signed up for the study dropped out due to household
income, child literacy skill and behavior. The study wanted to provide suggestions to improve
effectiveness in implanting intervention to children, not just at school, but also at home with the
caregiver.

Theoretical framework
The source uses data starting from survey research, which takes into account what the student
has gone through in the early stages of their life, and parent life.

Reflection:
This journal mentions giving curriculum at home is as important as it is to receive it at school,
especially for language deficiencies. Part of my qualitative data, I have decided to use a survey
to also look into the home resources that my students may have, and take that into account for
the research.
National Institute of Child Health and Human Development. (2000). Report of the National

Reading Panel: Teaching children to read: An evidence-based assessment of the scientific

research literature on reading and its implications for reading instruction: Reports of the

subgroups. Washington, DC: Retrieved from

https://www.nichd.nih.gov/publications/pubs/nrp/smallbook

Summary:

This study was done to examine different reading strategies and the finding and determinations it
provides. It focuses on Alphabetics (phonemic awareness instruction/ sounds within words),
Phonics (letter sounds), fluency (orally with speed and accuracy), independent silent reading,
comprehension, vocabulary and teacher preparedness (class size reduction and teacher
education). It also includes a study on computer technology and reading instruction. It states that
technology has a positive role on reading strategies, as long as it is used correctly, although it is
difficult to draw conclusions for general statements.

Theoretical framework:

This journal uses metacognition skills for reading, in which the teacher specifically teaches
students reading strategies.

Reflection:

Scholastic Guided Reading provides strategies to not only help students become independent
readers and problem solve independently in reading, but provides a baseline level to introducing
reading to new readers. The baseline of starting with letter name, and sounds sets the importance
that motivation is built before reading frustration sets in (National Reading Panel). They also
pointed out that it is important to recognize the goals of phonics instruction is provided to
students to guide them towards independence. This helped me in determining reading strategies
to teach my students.
Peterson, R. E. (2017). Teaching How To Read The World And Change It: Critical Pedagogy In

The Intermediate Grades. In A. Darder, R. D. Torres, & M. P. Baltodano (Eds.), The

Ccritical Pedagogy Reader (3rd ed.) (pp. 382-399). New York, NY: Routledge.

Summary
Peterson is an advocate of teaching to the student, in which we use their experiences to help
shape their education. He believes educators should use “problem posing” method where
dialogue and reflection on students’ interest is the top priority. The first step in his method is to
use open ended questions to promote critical thinking, and students analyzing their situation. He
lists multiple methods in how educators can start a classroom environment on “problem posing”,
including: teaching English skills using stories and words significant to the learner, writing with
purpose, include self-esteem in curriculum, and ask questions for students to view themselves as
being able to challenge and change the world for what they believe in.

Disposition
Although the chapter states it is for intermediate grades, I can resonate with this chapter and
adapt to my elementary students, as it is an important them all students should be exposed to
daily. I believe in showing students experiences that they may never view at home and taking
this exposure and expanding their minds on it. Teaching in a high English Learner ratio school,
we are looking for ways to get our students to talk with purpose. Some implementations and
skills I would like to add to my teaching belt would be to challenge students on their
metacognition and exposure to experiences that will motivate them to learn and take action.
Schwartz, S., Sherblom, Stephen, Hutcheson, Jill, Winslow, Kevin, & Stuckey, Kim. (2019). A

Comparative Analysis of Student Achievement of First Grade Students Using Fundations

vs. Heggerty and Words Their Way, ProQuest Dissertations and Theses.

Summary
This research sheds some light on Orton Gillingham teaching method which helps in tier 1,2 and
3 students. The researcher wanted to prove that the effective of the OG method can be compared
to Heggerty’s phonemic awareness program and words their way. It compares the reading
outcomes of a first grade class using Heggerty and words their way, with another class using
Fundations. It found that the class utilizing Fundations program worked significantly better for
all students in comparison to Heggerty and Words Their Way. They used for Formative Reading
Assessment System for Teachers (FAST) to compare data.

Theoretical framework
The researcher calls attention to the whole-language approach to teaching reading. Whole-
language approach to reading stresses the importance of students thinking about their thinking
(metacognition) and making sense of their skills to be used in reading and writing, as opposed to
just remembering the letter sounds and the symbols that correspond with it.

Reflection:
I have used Words Their Way for phonics lessons in my class, and was turned toward Heggerty
instead to increase reading levels and site word recognition with my students. This research has
shown me that I should look into Fundations and the components that the program utilizes to
possibly bring up to administration to use in our schools. Foundation utilizes many skills that I
want to implement along with Heggerty and SIPPS, such as: writing sorts, word hunts, speed
sorts, blind sorts, buddy sorts and spelling meaning sorts.
Wilcox, M., Gray, S., & Reiser, M. (2020). Preschoolers with developmental speech and/or

language impairment: Efficacy of the Teaching Early Literacy and Language (TELL)

curriculum. Early Childhood Research Quarterly, 51, 124-143.

Summary
This source is a study done on teaching early literacy and language to students with speech
and/or language impairment. They utilize curriculum based measurements developed for these
specific students during a school year. The data found students who focused and received the
curriculum based on teaching early language and literacy grew, compared to children who did
not receive special curriculum based on their language needs. They defined early literacy skills
as conventions of print, beginning of writing, grapheme knowledge (letter names), grapheme
phoneme correspondence and phonological awareness. The research also emphasized social-
emotional competence was taught and within each curriculum.

Theoretical framework
The source implemented the research with a three cohort design across a three year period. It
explained the nested framework that the research was based on. They compared scores from
students in both types of classes (teaching early language and literacy, or normal classes)and
used a pretest as a covariate to help drive the data analysis.

Reflection:
Although this source is used for a preschool setting, it aligns with the research based on reading
literacy at an early age. My age range in my classroom is from 7-8 years old, and although we
do not have speech or language deficiencies that are identified within the students, this source
gave me different ideas to compare data. It utilizes pretest, during session and and ending test to
compare both types of classes, which I will be using through excel to see if any correlations are
made.
Yopp, H.K. & Yopp, R.H. (2000). Supporting phonemic awareness development in the

classroom. The Reading Teacher, 54(2), 130-143.

Summary
This source first starts by addressing the difference in the terms of phonemic awareness and
phonics. phonemic awareness is usually looked over when teaching reading skills, but it yields
as one of the most important skills that early readers need to know as their skills develop.
Phonics simply focuses on just symbols sound relationships.

Theoretical framework:
This source emphasizes phonemic awareness as an aspect and component of metalinguistic-
awareness thinking about one's language. For example, a student writes “i lik mi cuzin” because
they are thinking about the spoken language and the sound it produces. When a student shows
metalinguistic, it portrays a high level of phonemic activity.

Reflection:
Phonemic awareness skills involve the sensitivity to sounds and the understanding that sounds
make up words (Yopp & Yopp, 2009). These skills also play a crucial role in learning to read.
The ability to know and name letters, and the knowledge that letters are associated with sounds is
also foundational to early literacy. This source helped me utilize the different reading areas
within a child’s mind and how to differentiate it. It has also helped me in seeing which skill may
be the most useful to frontline to students in guided reading groups. The 4 instruction activities it
provides within the source is going to help me in my research. The first activity focuses on
rhyme, the second focuses on syllables, the third focuses on onset and rime (first and last sounds)
and the fourth activity focuses on phonemes, in which the child puts the sounds together.