Running head: ANNOTATED BIBLIOGRAPHIES 1

Annotated Bibliographies

Nuong Nguyen

California State University, Monterey Bay

Cohort MIST XII

IST 511 Writing Workshop

Professor Sarah Tourtellotte

Fall 2017
ANNOTATED BIBLIOGRAPHY 2

Al Otaiba S., Folsom J. S., Schatschneider C., Wanzek J., Greulich L., Meadows J., . . . Connor

C. M. (2011). Predicting first-grade reading performance from kindergarten response to

Tier 1 instruction. Exceptional Children, 77(4), 453–470. Retrieved from

http://eds.b.ebscohost.com.library2.csumb.edu:2048/ehost/detail/detail?vid=1&sid=2874

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dbfcfde49b95%40sessionmgr104&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=6

3017929&db=aph

Otaiba, Folsom, Schatschneider, Wanzek, Greulick, Meadows, Li, and Connor are part of

the Florida Center for Reading Research at Florida State University. The researchers wanted to

find out whether student outcomes to the response-to-intervention (RTI) model Tier 1 instruction

in kindergarten will help predict first-grade reading performance. The study consisted of 20

kindergarten classroom using the RTI model Tier 1 with “evidence-based” core curriculum and

differentiated instruction (Otaiba, 2011, p. 465). The results showed students responded well to

the intervention, and they improved in reading; however, the fast growth of some students did

not continue onto first-grade. The students that had a slow, gradual growth throughout

kindergarten had more success in first-grade.

The researchers also present other studies where the RTI model showed students were

successful in first grade with Tier 2 interventions, which consist of small group instruction from

the teacher or another team member. Other studies show that peer mediation along with repeated

reading can help build reading fluency (Fuchs et al., 2001). The article would be beneficial to

schools focusing on helping struggling readers. The study relates to my capstone project since it

involves helping students read through a variety of interventions.

ANNOTATED BIBLIOGRAPHY 3

Beverly, B.L., Giles, R.M., & Buck, K.L. (2009). First grade reading gains following

enrichment: Phonics plus decodable texts compared to authentic literature read aloud.

Reading Improvement, 46(4), 191-205. Retrieved from

http://eds.a.ebscohost.com.library2.csumb.edu:2048/ehost/pdfviewer/pdfviewer?vid=6&s

id=039835ea-e62d-4a8d-ae15-fb04a7e8b4c5%40sessionmgr4007

Brenda Beverly and Keri Buck are from the Department of Speech Pathology and

Audiology, and Rebeca Giles is from the Department of Leadership and Teacher Education at

the University of South Alabama. In Beverly, Giles, and Buck’s “First Grade Reading Gains

Following Enrichment: Phonics Plus Decodable Texts Compared to Authentic Literature Read

Aloud,” they examine whether reading decodable texts along with phonics instruction will help

improve students’ reading accuracy and fluency (2009). Thirty-two first-graders participated in

the experiment. There were three groups: students reading decodable texts along with phonic

instruction, students listening to literature read aloud, and students who had phonics instruction

and literature read aloud but did not read decodable texts.

The results show that decodable text will benefit struggling readers the most whereas

reading authentic literature helped the average reader. This supports other studies where letter-

sound instruction helped the students improve in reading (Foorman, Liberman, Francis, & Novy,

1991). However, the different group size in the research may have affected the results. The

researchers recommend teachers should use a balanced literacy approach of phonics instruction,

decodable text, and authentic literature to help support all students’ in fluency and reading

comprehension (Beverly, Giles, & Buck, 2009). The research will help me create effective

phonics instruction for my capstone project entitled “Reading Strategies for Struggling First-

Graders” with the use of decodable text and authentic literature.

ANNOTATED BIBLIOGRAPHY 4

Foorman, B. R., Novy, D. M., Francis, D. J., & Liberman, D. (1991). How letter-sound

instruction mediates progress in first-grade reading and spelling. Journal of Educational

Psychology, 83(4), 456. Retrieved from

http://eds.b.ebscohost.com.library2.csumb.edu:2048/ehost/detail/detail?vid=2&sid=5ab8

66f5-8ad9-4460-bd2a-daa7e1f3147a%40pdc-v-

sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=10420293&db=aph

Barbara Foorman and Dov Liberman are from the Department of Educational

Psychology, David Francis is from the Department of Psychology, and Diane Novy is from the

Department of Anesthesiology. Foorman, Liberman, Francis, and Novy’s “How Letter-Sound

Instruction Mediates Progress in First-Grade Reading and Spelling” investigate whether teaching

more letter-sound instruction will help students improve in reading and spelling (1991). There

were 2 groups of first graders in the experiment. One group received more letter-sound

instruction, and the other received less letter-sound instruction with the emphasis on whole

words in context. The results showed that the students’ understanding of letter-sounds

relationship and patterns helped them improve greatly in reading and spelling. This contrast to

Reutzel and Cooter’s research where the students had reading success with the whole language

approach (1990).

The research is directed towards teachers who are teaching students how to read;

however, it would also be beneficial to students’ parents. The research relates to my capstone

project since the goal is teaching students how to read. The learning modules focus on word

analysis as well as looking at context when struggling to decode a word.

ANNOTATED BIBLIOGRAPHY 5

Fuchs, D., Fuchs, L., Yen, L., McMaster, K., Svenson, E., Yang, N., &…King, S. (2001).

Developing first-grade reading fluency through peer mediation. Teaching Exceptional

Children, 34(2), 90. Retrieved from

https://search.proquest.com/openview/fc6ef5c23feea55b5f4a9e1406c7ac15/1?pq-

origsite=gscholar&cbl=7737

The U.S. Office of Special Education Programs funded the Center on Accelerating

Student Learning (CASL) to research best instructional practices in K-3. The article

“Developing First-Grade Reading Fluency Through Peer Mediation” focuses on using

instructional interventions like repeated reading with peer scaffolding to help build fluency

(Fuchs et al., 2001). However, according to Beverly, Giles, and Buck, authentic literature read

aloud might be more beneficial to the average reader than repeated reading with decodable text

(2009).

The research conducted through a program called “First-Grade PALS” or Peer Assisted

Learning Strategies. The groups consisted of PALS with a fluency component, PALS without a

fluency component, and a control group. The research showed that both first grade PALS groups

did better than the control group. In addition, the PALS with the fluency component showed to

be statistically significant on the fluency and comprehension assessment.

The authors showed strong evidence that teachers need to help students build fluency

through repeated reading with peer scaffolding. This article is useful for my capstone project

entitled “Reading Strategies for Struggling First-Graders.” Repeated reading with a classmate

will help the students build fluency as well as increase their reading comprehension.
ANNOTATED BIBLIOGRAPHY 6

Reutzel, D. R., & Cooter, R. B. (1990). Whole language: Comparative effects on first-grade

reading achievement. Journal of Educational Research, 83(5). Retrieved from

http://eds.a.ebscohost.com.library2.csumb.edu:2048/ehost/detail/detail?vid=0&sid=eb929

f9a-e414-4e76-930a-

a6e27aa5a915%40sessionmgr4006&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN

=5005186&db=aph

Ray Reutzel and Robert Cooter are both part of the Department of Elementary Education

at Brigham Young University. Reutzel and Cooter (1990) point out that there is a need for

research on whole language approach in comparison to a traditional basal reading approach. The

comparative study used 91 first grade students in four classrooms. Two classrooms used the

whole language approach, and the other two used the basal reading approach. The results

showed that the whole language approach yielded greater scores in reading, vocabulary, and

comprehension. However, Reutzel and Cooter’s conclusions differ from other studies where

letter-sound instruction helped the students read at a faster rate (Foorman, Liberman, Francis, &

Novy, 1991).

The comparative study is especially beneficial to elementary school teachers as well as

parents teaching their child to read. The research relates to my capstone project since the

learning modules will include both a basal reading and whole language approach to teach

students reading strategies. Students will be learning phonemic awareness, phonics, as well as

context clues to help them with fluency.