University of The People

EDUC5470
Written Essay
Week 2
Question

Using the articles, you found for your Annotated Bibliography from the Unit 2

assignment, write your Literature Review. Your Literature Review should include

three main components: an introduction, main body, and conclusion.

● Introduction: In two to three paragraphs:

○ Topic: Define your topic and provide context for the review (your main

thesis).

○ Organization of Literature: Explain the organization – i.e. sequence – of

the review;

● Main Body: In two to three pages

○ Topic Review: Organize and discuss the literature you reviewed (a

minimum of six sources). Your main body should be organized by topic

using headings. Within each topic, discuss multiple sources comparing

and contrasting what the various findings of each study were. DO NOT

simply provide a summary of the study.

○ Wider Subject Area: Analyze the relation between your chosen topic

and the wider subject area (e.g. between early parent reading to children

and childhood literacy in general)

● Conclusion: In two to three paragraphs

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 Answer

Introduction

The researcher is interested in "How does literacy enhance students' learning in the

classroom at the grade 9 level?"Every person needs Literacy, according to the school

system. It helps students learn so their community will be literate. The study says

Literacy boosts youngsters' classroom learning. Literacy helps pupils acquire cognitive

skills to read and write, which are crucial in all subjects.

However, Literacy helps pupils succeed in school. Improved classroom learning,

especially in grade 9, depends on Literacy. Literacy skills are crucial for high school
students' success in many areas. Literacy skills like reading comprehension and
vocabulary are needed to understand complex subjects across disciplines. Students
with high literacy skills understand more. Literacy requires students to assess, evaluate,
and synthesize data from multiple sources, fostering critical thinking. Literary, scientific,
and social studies achievement need this capacity. Literacy encompasses Reading,
writing, and speaking. Grade 9 students must write and speak logically. Strong Literacy
helps with academic assignments and conversation. Individual learning becomes more
critical as kids progress through grades. Strong reading skills allow students to self-
direct their study with textbooks, research materials, and other resources.
Literacy also allows students to participate in class discussions actively. Literate
students can contribute to class debates, arguing literature, history, or science. Also,
Grade 9 students sometimes do multidisciplinary research. Good research and clear
presentation involve literacy skills like analyzing and synthesizing information from
multiple sources. Literacy skills are essential for grade 9 standardized tests. Excellent
test scores require strong reading comprehension, critical thinking, and writing. Literacy
helps students make subject connections. Reading historical documents in social
studies, analyzing literature in language arts, and understanding scientific articles in
biology require high Literacy. In the digital age, Literacy includes digital Literacy.
Students in grade 9 must be able to use technology for learning, search online

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resources, and critically assess digital content. Here, digital Literacy is crucial to overall
Literacy. Literacy is essential for education and jobs. Grade 9 reading, writing, and
communication skills prepare students for college and many careers.

Literature review
Literacy in grade 9 improves education more than in grades 1–8. Literacy is crucial to
academic achievement. Grade 9 students with solid Reading and writing skills are better
equipped for high school challenges, improving academic success. Critical thinking and
analysis are fostered by Literacy, especially reading comprehension. Grade 9 students
who analyze and evaluate material are better prepared for high school. Literacy helps
students communicate accurately and convincingly in writing and conversation.
Presenting ideas, participating in class debates, and working on group projects require
this.
The NICHD says. (2000). Reading and writing are needed to comprehend complicated
texts and ideas. Students with better comprehension skills can study critically and
succeed in school. Reading is difficult for beginners. Word recognition, phrase and text
meaning formation, and memory retention must be coordinated to read fluently.
Beginners must learn the alphabetic system, including letter-sound correspondences
and spelling patterns, and how to use it in ReadingReading. Systematic phonics
instruction emphasizes letter-sound correspondences and their use in Reading and
spelling (Harris & Hodges, 1995). Phonics is for primary school students and struggling
readers. Many methods have been used to teach phonics explicitly and methodically.
They include synthetic, analytic, embedding, analogy, onset-rime, and spelling-based
phonics. Although all explicit, systematic phonics methods introduce phonic elements
sequentially and teach and practice them, they differ in numerous ways. Learning to
read is difficult for beginners. Multiple cognitive processes must be coordinated to read
fluently. Readers must utilize their alphabetic expertise to decipher unknown words and
remember past readings. Reading-related content requires children to develop and
remember sentence meanings as they move on to other phrases. People must also
monitor their word recognition to ensure the words they think of match the situation.
Additionally, people must relate new information to what they have read and their
existing knowledge to predict future information. When considering all the procedures

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readers go through to read and comprehend literature, one is reminded how fantastic
ReadingReading is and how much novices may learn.

According to T. Shanahan and C. Shanahan. (2008). Teens must practice Literacy daily
to be good readers and writers. Literacy skills also help students learn and remember
different subjects. Reading textbooks, articles, and other instructional materials requires
strong reading abilities. In the 1990s, state and federal programs were started to
enhance early children's reading achievement because US schools were no longer
producing enough highly educated students for reading-intensive jobs. State governors
declared third-grade reading attainment the goal of the standards movement in
education, and many new programs and initiatives arose, including the federal Reading
Excellence Act (which rewarded states for upgrading their primary-grade teacher
reading preparation standards), Early Reading First, and the now-defunct Reading First.
State School Officers Council, National Governors Association Center for Best
Practices. (2010). Stated that grade 9 English standards are crucial to Literacy. This
Literacy component emphasizes Reading and writing. Literacy helps students write and
communicate coherently. Academic and professional success requires good
communication.
The Common Core Standards may end the 40-year streak of poor 8th-grade reading
outcomes. Based on proven cognitive science concepts, the new language-arts
standards emphasize science, history, and the arts from first grade to help youngsters
learn to read and comprehend. The standards state that they must be implemented
within a grade and as students go through the grades through a unified, cumulative
progression of knowledge, not only readings. (A great example is "the human body.")
This final form also appreciates civic knowledge and the nation's key literature. These
requirements are much stronger than the most robust state language arts standards. If
paired with a planned curriculum that ensures kids learn from the start, they will help us
solve the reading crisis in this country.

According to N. K. Duke, P. D. Pearson. (2002). Reading skills are needed for

understanding. Literacy helps youngsters evaluate information, synthesize ideas, and

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develop logical conclusions, which improves problem-solving. Practical reading
comprehension tasks help students improve. Summary, inquiry, and understanding help
grade 9 students grasp and recall readings.
Grade 9 students encouraged to think critically about what they read, explore
perspectives, and relate concepts are better equipped for high school intellectual
challenges. However, reading comprehension approaches often emphasize strategies
for better information retention. This is especially crucial in grade 9 when students
encounter increasingly complex and specialized topics. Effective comprehension
strategies help topic mastery.
When learning a comprehension technique, pupils should read texts that need little
background knowledge, vocabulary, or decoding. Naturally, students must later apply
the strategy to the texts they encounter in reading/language arts content area courses
(social studies, science, and math) on their own. Kucan Beck (1997) found that pupils
learn better when they think aloud. A Bereiter and Bird (1985) question-and-answer
comprehension test found that pupils who were taught to ponder aloud while Reading
had better comprehension. However, Silven and Vauras (1992) found that students who
were encouraged to think aloud during comprehension training were better at
summarizing textual information.
Different experts have given reasons why pupils think aloud increases comprehension.
According to popular belief, thinking aloud lessens impulsivity in children (Meichebaum
& Asnarow, 1979). Think-aloud may encourage deliberate Reading rather than rushing
to conclusions or skimming. Research involving third-graders supports this idea.
Baumann and his colleagues found that think-aloud training helped youngsters verify
their reading comprehension (Baumann, Seifert-Kessel, & Jones, 1992). Third-graders
educated to think aloud and use comprehension strategies outperformed a control
group in passage error detection, comprehension monitoring questionnaires, and cloze
items.
Krashen claims S. (2004). Students learn to love reading and learning through Literacy,
becoming lifelong learners. It lets youngsters learn outside the classroom. Krashen also
emphasizes free voluntary Reading so students can pick literature they like. This
method can help grade 9 students appreciate reading and reading across genres.

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Krashen's input theory states that language is learned by intelligible input. Reading
above their language skills can help them learn. This applies to 9th grade language arts.
Reading various texts helps students learn new vocabulary and grammar. Frequent
Reading helps develop a diverse vocabulary, which aids comprehension and
communication, according to Krashen. Krashen emphasizes leisure reading. Allowing
grade 9 students to choose books they like can improve literacy and reading attitudes.

E. B. Moje and J. Speyer. (2008). Literacy fosters subject connections. Students can
see the interconnectedness of knowledge by applying Reading and writing skills across
subjects. The research suggests assessing findings at each learning phase to improve
reading comprehension and reduce bad reading outcomes. Reading well takes time.
Adult readers can appreciate a variety of resources.
However, research-based comprehension information does not address the needs of
ReadingReading to learn during content-area instruction or many of today's kids'
reading profiles. Primary and secondary students' reading skills and interests differ
according to the educational importance of developing reading comprehension and
learning. Some students read stories often and are good at comprehension, but they
rarely read electronic content and must be computer-savvy. Others may use the Internet
but not linear narratives. Intra-individual variability in reading ability acquisition can be
found at all levels of reading development, and it can sometimes be noticed in the
uneven development of fundamental skills and subskills that underpin successful
Reading. For instance, when children are learning word recognition, phonological
decoding (letter sound), and text-processing skills, it is not uncommon to find a
significant imbalance in the acquisition of one or more of these skills, which hinders the
child's progress in becoming a proficient, motivated, and independent reader. Even with
good word recognition and phonological-decoding skills, a child with little vocabulary,
world knowledge, or both needs help understanding works that imply such knowledge.
Even if they have no fundamental intellectual, Reading, or oral language development
deficits, a child who needs more independent Reading and is motivated to read widely
and diversely may struggle to engage and benefit from the school's wide range of
expository and technical texts. Even if the two children have comparable Reading and

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oral language skills, the child who lacks the cognitive and metacognitive strategies and
study skills to use ReadingReading as a tool for learning will benefit less from reading in
a given domain than the child who has these skills and the disposition and tenacity to
use them.
However, a child not driven to learn or engage in school risks falling behind in reading
comprehension skills needed for academic development or employment. Reading
achievement improves in grades 1–12 classrooms that emphasize reading
responsibility. When teachers give primary pupils difficult reading passages, they work
hard and persevere, according to extensive classroom observations. When students
can choose whatever material to read, they work harder than when the teacher assigns
everything (Turner, 1995).

Conclusion
The researcher concluded that Literacy is very important for grade 9 students and will

benefit them at the high school level. Also, Literacy is beneficial for all the other grade

levels. Moreover, Literacy allows students to make connections across different

subjects areas. Grade 9 students who can read and comprehend diverse texts can

bridge the gap between subject areas, understanding the interdisciplinary nature of

knowledge. However, Literacy is not just about decoding words; it also involves

understanding and empathizing with different perspectives. Engaging with literature, for

example, can contribute to social and emotional development, enhancing students'

awareness of themselves and others. Hence, reading abilities can be detected at all

stages of reading development. Students with more vital comprehension skills can study

material more critically and successfully engage in academic subjects. Therefore,

Literacy is very beneficial in every learner's life, which will help them become literate in

society.

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 Reference

Baumann, J.F., Seifert-Kessel, N., & Jones, L.A. (1992). Effect of think-aloud

instruction on elementary students’ comprehension monitoring abilities. Journal of

Reading Behavior, 24, 143–172.

Bereiter, C., & Bird, M. (1985). Use of thinking aloud in identification and teaching of

reading comprehension strategies. Cognition and Instruction, 2, 131–156.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading

comprehension. In A. E. Farstrup & S. J. Samuels (Eds.), What research has to say

about reading instruction (3rd ed., pp. 205-242).

Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents:

Rethinking content-area literacy. Harvard Educational Review, 78(1), 40-59.

Silven, M., & Vauras, M. (1992). Improving reading through thinking aloud. Learning

and Instruction, 2, 69–88.

Turner, J. C. (1995). The influence of classroom contexts on young children’s

motivation for literacy. Reading Research Quarterly, 30(3), 410–441.

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Harris, T. L., & Hodges, R. E. (1995). The literacy dictionary. Newark, DE: International

Reading Association.

Meichebaum, D., & Asnarow, J. (1979). Cognitive behavior modification and

metacognitive development: Implications for the classroom. In P. Kendall & S. Hollon

(Eds.),Cognitive behavioral interventions: Theory research and procedures (pp. 11–

35). New York: Academic Press.

Moje, E. B., & Speyer, J. (2008). "Reading and writing for understanding: Toward an

R&D program in reading comprehension."

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.

National Governors Association Center for Best Practices, Council of Chief State

School Officers. (2010). Common Core State Standards for English Language Arts.

Palincsar, A. S., & Brown, A. (1984). Reciprocal teaching of comprehensionfostering

and comprehension-monitoring activities. Cognition and Instruction, 1, 117–175.

Krashen, S. (2004). The Power of Reading: Insights from the Research (2nd ed.).

Libraries Unlimited.

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Kucan, L., & Beck, I.L. (1997). Thinking aloud and reading comprehension research:

Inquiry, instruction and social interaction. Review of Educational Research, 67, 271–

299.

Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R. & Denckla,

M. B. (1996). Cognitive profiles of difficult to remediate and readily remediated poor

readers: Early intervention as a vehicle for distinguishing between cognitive and

experiential deficits as basic causes of specific reading disability. Journal of

Educational Psychology, 88(4), 601–638.

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