Research Article Analysis: Assignment #5-Annotated Bibliography Meghan Corbett University of Manitoba EDUA 5600

Research Article Analysis
Assignment #5- Annotated Bibliography

Meghan Corbett
University of Manitoba EDUA 5600

Recap
The student that this project is focusing on is a twelve year old girl named Maya. Maya has moved
To Odense, Denmark from Egypt. She was originally placed in a P7 classroom but struggled greatly both
academically and socially so she was moved the grade below, a P5/6 Classroom. We are looking to support
Maya both socially and academically. Mayas academic areas of greatest need are literacy and some aspects
of her math studies. Although older than her peers, she continues to struggle with social cues, relationships,
and behaviors. These are all areas the classroom teacher, school principal, and myself are working to
support Maya in.
In my assignment I studied several studies involving social exclusion. These are relevant to my
Social Valorization project as this is an area that we are working to support Maya in. In her previous class,
she had diminished any chance of having peer relationships and had isolated herself. As she has settled into
her new class, there have already been some instances of social challenges. I am hoping this research can
give me some insight into Mayas feelings, actions, and possible solutions to help support her in this area. I
also focused on articles involving literacy instruction and articles involving instruction or support for
working with English Language Learners.
I also wanted to share that I found this assignment extremely valuable (although extremely time
consuming!). I was able to learn an immense amount about strategies, values, ideas other teachers have
tried, research, and the list goes on. I know this project will greatly help my work with Maya and reflect
positively on my time at Odense International School. Happy reading!

#1Articlereference:
Purposeofthestudy:
Nichols,J.,&Soe,K.(2013).AnAnalysisofPreservice
TeacherResponsestoParticipationinaLiteracyProgram
forNewImmigrantChildren.MulticulturalPerspectives,
15(4),220226.
Thepurposeofthisstudywastocreateaprogramto
improvetheliteracyskills(reading,writing,andEnglish
language)ofimmigrantstudents,whileexploringthe
impactoftheprogramonthepreserviceteachereducation
studentswhoparticipatedastutorsfortheproject.
Summarizethemethodinyourownwords.
Drawafigurativerepresentation.
Thisqualitativeexaminationofpreserviceteachers
reflectionsontheseexperienceswerecollectedoverthe
20102011academicyear.Thestudyusedinformation
collectedfrom90writtenjournalreflections.
Forthecurrentstudy,methodsofbothcritical
ethnographyandnarrativeinquirywereimplemented.
Forthisproject,preserviceteachersattitudesand
reactionsofworkingwithlimitedEnglishspeaking
immigrantchildrenwereanalyzed.
Listtheoutcomesinpointform,underliningfivekey
words.
Fourthemesemergedbasedonthepreserviceteachers
journalbreakdowns:
(1)frustrationsinworkingwithELLstudents,
(2)pleasantexperiencesthatconfirmedtheirdecisionto
entertheteachingprofession,
(3)recognizingthattheyarecurrentlynotwellprepared
toworkwithdiverseand/orlowincomepopulations,and
(4)surprisesthatlanguagebarrierswerenotas
debilitatingaswhattheyhadanticipated.(p.222)
tccl.rit.albany.edu
Writetwoquestionsyouhaveabouttheresearch.
DomostuniversityeducationprogramshaveESLorELL
training,classes,oropportunitiestolearnstrategiesfor
teachingchildrenwhospeaklimitedornoEnglish?
Werethereanystrategiesthepreserviceteachersfoundto
beverysuccessfulthroughoutthestudy?
Theprojectwasoverallbeneficialfornewteachersto
haveopportunitiestoworktogetherandprepare
themselvesforstudentstheywillalmostcertainlyhavein
theirclassroomduringtheircareer.
Implicationsforchangeproject
Ifoundthistobeareallyfascinatingarticleandstudy.Ithinktheconceptisreallygreat,IknowmyfirstyearIfelt
manysimilarfeelingstothepreserviceteachersinthestudy.Iwasworkinginaschoolwithalmostanentirepopulation
ofimmigrantfamiliesandESLchildren.IknowthatIwasfortunatetohavesomereallywonderfulmentorsinmyfirst
yearthathelpedandsupportedmewithstrategiesandmanagementideas.Italsomakesmecuriousaboutteachersatthe

OISandwhatkindsofexperiencestheteachingstaffhadinESLteachingpriortocomingtotheschool.
ThisrelatestomySRVprojectbecauseitmademeponderaboutextrasupportsthatareavailabletostudentsand
teacherswhowanttolearnlanguageandperhapsrequiresomeextrapractice.Therearenobookclubsorafterschool
activitiesavailabletoprovidesomelanguageenrichmentactivitiesforstudentsandteachers.Ithinkthiscouldbea
reallyviableoption,asallthechildrenstayafterschoolforSFO(itisanafterschoolprogramparentspayforthatallthe
childrenattend).Iknowthechildrenhaveoptionstogotoartareas,volleyballclub,Frenchclasses,andhomeworkhelp.
OnceaweekMayaandIdosomeonetooneworkforhomeworkhelpanditisaveryvaluabletime.However,ifwe
couldalsomakethisapositivesocialtimewhileworkingthroughlanguagegamesornovelsitcouldbeareally
powerfultimeforMayaandherpeers.Definitelysomethingtothinkabout!

#2Articlereference:
Purposeofthestudy:
Aragon,L.,Carroll,D.,Coval,L.,Fulmer,C.,Sobel,D.,
&GarrisonWade,D.(2011).SchoolCultureFor
StudentsWithSignificantSupportNeeds:Belongingis
NotEnough.InternationalJournalofSpecialEducation,
26(2),120127.
The purpose of this qualitative study was to investigate how

school culture influences the delivery of educational
services for students with significant support needs,
including participation in academic standards.
Theschoolsselectedwerebasedonrecommendations
fromexpertsofhighschoolswithexceptionalprograms
forstudentswithsignificantsupportneeds.Thesite
selectedwasinthewesternregionoftheUS.
Tenkeypersonnelagreedtobeapartofthestudyand
theirinterviewsweretaperecordedandtranscribed.
Highlydetailedfieldnoteswererecordedduringweekly
observations.Thesenotesincludedphysicalcues,
interactions,conversations,wholistened,silencesand
nonverbalbehavioursect.
Artifactswerealsocollectedandcategorizedforanalysis
(ex.Missionstatements,agenda,samplesofstudentwork
ect).
Informationwasthensortedusingananalyticframework
andbrokendowntodevelopconclusionsand
extrapolationofdata.
http://www.funnyordie.com/topic/school-spirit
words.
-Effective education is a result of integrated system of

academic and social supports.
Thearticleconcludesthatdespiteastrongsenseof
community,thesitedidnotprovideadequateacademic
instructionforstudentswithsignificantsupportneeds.
Supportfromthecommunityandasenseofbelonging
areamajorpriorityoftheschoolbeingstudied.
Itwasnotedthatalthoughtherewerehugeeffortsto
createastrongschoolcommunity,therewaslittletime
investedinanyformofprofessionaldevelopmentfor
teachersandsupportsforacademicbenefits.
Thestudentswithhighneedswerewelltakencareofby
supportteachersandparaprofessionalsbuttherewasno
differentiatedinstructionorteachingstrategiestomeet
theuniqueneedsofthestudentsacademicallyor
functionallifeskills.
Qualityeducationforstudentswithsignificantneedsis
correlatedwithleadershipandteacheraccountability.
Iamwonderingwhatexpertswerebasingtheirdecisionto
recommendthisasatopqualifyingschoolfortheirspecial
educationtechniques.Whatwastheirlistofrequirements?
Didtheyinterviewthestudentswithspecialneeds?Iwould
havelikedtoheartheperspectivethestudentsgaveabout
theiracademicinclusionandtheirsocialinclusion.Didthey
feelreallyconnectedtotheirschool?Therewasalotof
effortputintobuildingthatschoolcommunity,butIwould
becurioustoknowifthesestudentsfeltthatsenseof
communityorfeltisolatedbecauseacademicallytheywere
soexcluded.

Ilikedthewaytheynotedinobservationsnotjustconversations,butalsobodylanguage,nonverbalcommunication,
silencesandsoon.Ithinkthishelpstomakeobservationalnotesmuchmoreauthenticandpurposeful.Often
observationscanbesimplytrackingconversationsorbehaviours.Ithinkthearticleshowstheimportanceofbalance
betweensocialandacademicsupportsanddelivery.Thearticlefocusestoohighlyonsocialandneglectsacademic.I
thinkmanyschoolsinNorthAmericamayfaretheopposite,toomuchemphasisoneducation,testing,scores,andnot
enoughonthewholeperson.Teachingrequiresabalanceofteachingthewholechildandfindingabalancebetweenall
aspectsoflearningandlife.
FormyprojectthisarticlehelpedmetoreflectontheconceptofschoolcommunityattheschoolIamworkingat.Does
Mayafeelconnectedtotheschoolasawhole?Whatsortsofactivitiesoreventshappenatmyschooltohelpthe
studentsgainthatsenseofcommunityandconnectedness?Dotheteachersfeelastrongbondtooneanotherandhelpto
createacommunityoflearners?Formyproject,Iwillbemoreawareofwhatsortsofeventsandactivitiesare
happeningatmyschool.BecauseIamnotfulltimeandonashorttermhire,Itendtomissoutonthingshappening
aroundtheschoolandcommunity.Ihopetomakeabetterefforttobemoreconsciousandmoreinvolved.

#3Articlereference:
Nesdale, D. & Lawson, M. J. (2011). Social Groups and
Childrens Intergroup Attitudes: Can School Norms
Moderate the Effects of Social Group Norms? Child
Development, 82(5), 15941606.
Purposeofthestudy:
383childrenagesseventoten,fromfourdifferent
schoolswereassignedtooneofthreesocialgroups.
(1)normofinclusionandfriendlinesstowardothers
(2)normofexclusionandunfriendlinesstowardothers,
(3)normofexclusionplusrelationalaggressiontoward
others
Thestudentswereinformedthattheschoolhadanorm
ofinclusion,orweregivennoinformationaboutaschool
norm.
Participantswerethengivenrelevantinformationtothe
grouptheywerein,listenedtoarecordingfroma
memberoftheirgroup,sawphotosandunderwentan
interview.
Participantsthenrespondedtoquestionsthatassessed
theirattitudestowardtheingroupandtheoutgroup.
Specificlanguagewasusedbytheevaluatortoreinforce
thegroupmentalitythatthestudentwasapartof.
Theevaluatorsusedarankingsystemtobreakdownthe
data.
words.
-Thestudentswerepreparedtoconformtotheirgroups
norms,buttheylikedtheiringrouplessiftheingroup
normsupportedexclusionarybehaviortowardoutgroup
members,especiallyamongtheolderparticipants.
Theschoolnormsdidinstigateanincreaseinthe
positivityoftheparticipantsattitudestowardoutgroup
members.Thisshowsthattheschoolnormsorclassroom
normsdirectlyaffectthewayourstudentsinteractwith
oneanother.
Thesefindingsareconsistentwiththeresultsofearlier
studiesthatreportedthatdespitetheiringroups
endorsementofoutgroupexclusionandrejection,the
negativityofchildrensintergroupattitudes,andthe
likelihoodofchildrenengaginginbullyingand
aggression,tendedtodecreaseastheyincreasedinage.
Whetherornotparticularchildren,orgroupsofchildren,
displayprejudiceismoredependentupontheirunique
socialsituationratherthantheirparticularageorspecific
cognitiveabilities.
Thepurposeofthisstudywastoexaminetheeffectsof
socialgroupnorms,andschoolnorms,on7and10year
oldchildrensintergroupattitudes.
http://www.kidpower.org/library/article/shunning/
Wherethereanydifferencesinrelationtogirlsvsboysin
termsofinclusiveorexclusivebehaviours?
Theinterviewswereadministeredbyadultsinaprivate
room.Iwonderifresultswouldhavebeendifferentifithad
beenstudentsorteenagersgivingthetest.Kidstypically
wanttopleaseadultsortellthemwhattheywanttohear.
Whowasgivingthetests,andifitwasayoungperson,
wouldthechildrenfeelliketheycouldbemorehonest?

Childrenderiveatleastsomeoftheirselfconceptandsenseofselfworthfromtheirgroupmembershipsandthatthey
prefertobemembersofhigherratherthanlowerstatusgroups.(p.1595).ThisconnectionappliestoMayaandher
interactionsinherclassroom.Sheislookingforconnectionsandwantstohaveherpeerslikeher.However,sheis
activelytryingtobecomefriendswithwhomshecalls,thefabulousorthespecialgirlsinherclass.WhenIobserve
howsheisreactingandinteractingwithherpeers,attimesshewillnegativelyassociatewithpeerswhoareaccepting
andbefriendingher,totryandfitinwithadifferentgroupofstudents.Childrennaturallywanttofitandwanttofeel
accepted.Thisstudywasinterestingtoreadaboutbecauseitreallybreaksdownhowchildrencanchosetoincludeor
excludeotherchildren.OnethingIfoundtobeveryinteresting,wasthestudentsneveractuallymetanymembersof
theiringrouporoutgroup.Theyboughtintothestudyandwerewillingtoexcludeorincludechildrentheyhadnever
met.

#4Articlereference:
Purposeofthestudy:
Adesope, O., Lavin, T., Thompson, T., & Ungerleider, C.

(2011). Pedagogical Strategies For Teaching Literacy to
ESL Immigrant Students: A Meta-Analysis. British
Journal of Educational Psychology, 81, 629-653.
Thepresentreviewlooksbeyondthisdebatetofocuson
specificpedagogicalstrategiesforteachingEnglishliteracy
toESLimmigrantstudents.
Drawafigurativerepresentation
Theauthorscreatedacriteriatocapturestudieswith
experimentaldesignsforinvestigatingbestpracticefor
teachingimmigrantstudents.Theircriteriaislistedon
page634.
Theyidentified5,185articlesandscreenedthenumber
downto20articlesthatmettheircriteria.Therewere26
studiesusedwith3150participants.
Theyfocusedonreadingandwriting
TheythenusedComprehensiveMetaAnalysissoftware
tohelpremoveanoutlyingeffectsizes
analyseswereconductedonthefollowingfactors:type
ofinterventionandoutcome;countryandtypeof
communityinwhichstudieswereconducted;sample
characteristics;implementationfeatures;and
methodologicalfeatures.
words.
www.jantoo.com
Theresearchersnarroweddownthearticlestheywantedto
usetotwenty.Intheirfindings,someareaswereconsidered
inconclusiveduetolackofinformation.Whydidtheynot
includemorearticlesandstudies,orbroadentheircriteria?
Theresultswerenotedtobeusedwithcautionasthe
meaneffectsizesmaynotberepresentativeofthe
population.
-effectivestrategiesincludedcooperativereading,
Inoticedalargeportionofthearticlestheyusedinvolved
systematicphonicsinstruction,structuredwritingand
Spanishspeakingstudies.IslearningEnglishmore
diarywriting.
ESLstudentsfromlowSESbackgroundsbenefitedfrom challengingforstudentsfromcertaincountrieswherethere
arelesscorrelationsinwords(forexample,Frenchand
literacyinterventionsthesameasstudentsfromahigher
Englishhavemanywordsthataresimilar).
SESbackground.
theauthorssuggestmoreresearchtobeconductedandto
continuetoexaminefacetsthatengageinclusiveESL
literacyinterventions.
ThisarticlemademereflecthowMayassituationisquiteunique.Thearticlespoketohowwatchingtelevisionwith
captionsoncanbeagreattoolforlearningthelanguageasyouarehearingtheworkandseeingthewordandviewing
thecontextofthemeaningvisually.ForMaya,mosttelevisiononTVwouldbeinDanish,andImsureshewatches
programsthatareinArabicaswell.SheislearningEnglish,butalsolearningDanishwhilespeakingArabicathomeit
isaninterestingsituation.Weareincorporatingsomestrategiesthatarelistedaseffectiveincludingcooperative
reading,phonicsinstruction,anddiary(journal)writing.ForMaya,journalwritinghasbeenthatstrategythatshehas
connectedmostwith.Itisagreattoolforherandsomethingshecanworkindependentlyat,andsomethingwecandoin
amoreguidedwritingmanner.Iwasabitdisappointedthattheresultsfromthisarticlewereabitinconclusive,Ihope
theresearcherscontinuetoworkthroughthistopicandtheresearchisveryvaluableandrelevant!
#5Articlereference:
Purposeofthestudy:
Cirino,P.,LinanThompson,S.,Prater,K.,&Vaughn,S.
(2006).TheResponsetoInterventionofEnglish
LanguageLearnersatRiskforReadingProblems.
JournalofLearningDisabilities,39(5),390398.
Retrievedfromhttps://www.researchgate.net.
This study addresses the RTI of English Language

Learners (ELL) identified as at risk for reading
problems. The study follows students for two years,
using extensive intervention strategies to determine if
it will help the children to meet age appropriate
reading and writing criteria.
Allstudentsingradeonefromelevenschoolswere
screenedinthefalltodetermineiftheywereconsidered
tobeatriskin.
Thescreeningconsistedoftwosubtests(inbothSpanish
andEnglish):(a)theLetterWordIdentificationsubtest
fromWLPBRand(b)thefirstfivewords(consistingof
twotofourletterwords)fromanexperimentalword
readinglistusedtoassessinitialwordreadingability
(p.393).
thestudentswereconsideredtobeatriskiftheydidnot
meetminimumcriteriaoflessthan1SDbelowthemean.
studentsreceivedanextra50minutesadayofliteracy
interventionforsevenmonthsofextrasupport.
Thestudentswerethenassessedagainattheendoffirst
andsecondgradetodeterminehowmanystudentswho
hadpreviouslyrespondedtointerventionkepttheir
responderstatueandhowmanywentbacktobeing
consideredatrisk.
words.
-The study followed students literacy progress for two
years. It was noted that a significant amount of students
left the school (for example moved) so they were not able
to continue in the study. It is important to note that two of
the three students that were at risk at the end of grade
two, moved to a different district, so following up on
their progress was not an option.
Ifthestudentswerenotrespondingtotheintervention
strategies,thentheywereconsideredforspecial
educationservices.
relativetointerventionstudents,therewereagreater
numberofcontrolstudents,whodidnotmeetRTIcriteria
attheendofgradeone.Thestudysuggeststhatthat
traditionalclassroominstructionaloneisinsufficient.
These findings suggest that ELL students are at risk for
literacy struggles, but when they are provided with
explicit, systematic, and intensive interventions, they can
make substantive gains that distinguish them from control
www.cartoonstock.com
Whatwerethestrategiestheywereusinginthe
interventionthattheyfoundtobesosuccessful?
Thestudyclaimsthattraditionalclassroominstructionis
notsufficientenoughtomakethenecessarygainstobe
considerednotatrisk.91%ofstudentswhoreceivedthe
interventionmetcriteriaattheendoffirstgrade,compared
toonly41%ofthecontrolstudents.Thismakesmewonder
iftheclassroominstructioniseffective?Perhapsthe
programormethodthatthecontrolgroupisusingneedsto
bealteredormodified?Itmakesmewonderifthe
interventionstrategieswereusedwithintheclassroom
teachings,wouldthatbemorebeneficialandtimeefficient?

students and leave them less at risk for referral to special
education.
Thestudyshowsusthatifwespendextensivetimeandeffortstosupportchildreninearlyinterventionstrategiesitcan
helptolimittheamountofatriskchildreninourschools.Isthisrealistic?Canschoolscommittoworking50minutes
dailyonsupplementedliteracysupport?Ithinkinmanyschoolsthiswouldbeverychallengingandwouldrequireitto
besomeonesfulltimejob.Inthestateswherethisstudywasdone,thereareteachersinschoolswhoaretitledreading
specialistorliteracysupportteacher,soperhapsthatiswhyitismoreplausible.Thisstudyalsohadagrantfrom
NationalInstituteofChildHealthandHumanDevelopmentandtheInstituteofEducationalSciencessoperhapsthatis
wheretheywereabletoreceivesomeextrasupportthrough.Itisalsousingapulloutmodelofsupport,whichisnot
apartoftheinclusivemodelalotofschoolsareworkingtowards.
Inmychangeproject,Mayaisgivensomeintensiveextrasupportopportunities.AttheschoolImcurrentlyworkingin,
itisconsideredunusual,butIthinkitmayhavebeenbecauseIwasvolunteeringattheschool,andtheysawan
opportunitytoprovideextrasupporttoMaya.Thisstudyshowsthevalueinextrasupportandconcludeswithpositive
results.Ithinkamajordifferenceformychangeprojectistheagefactor.Thestudentsinthestudywereingradesone
andtwo,whereasMayaistwelve.Thismakesinterventionstrategiesabitmorechallenging,asfindingageappropriate,
andlevelappropriateliteratureismorechallenging.Mayaalsohassomepoorhabitsveryengrainedsoweareworking
torevampsomestrategiessheusesandalotofphonics.Formyproject,thereisnotalotofdatatocompareher
progresswith,asshecametoOISinOctober/Novemberandtheschoolhasnoworksamplesorvalidevidenceofher
schoolingfromEgypt.
Thearticlebringsupaninterestingdiscussionaboutliteracyinthechildshomelanguagebeingcorrelatedtotheir
literacyexpectationsintheirsecondlanguage.WeknowthatMayareadsandwritesinArabic,butwearenotcertainto
whatextent.Thiswoulddefinitelybesomethingtolookinto.

#6Articlereference:
Chernyak,N.&Zayas,V.(2010).Beingexcludedbyone
meansbeingexcludedbyall:Perceivingexclusionfrom
inclusiveothersduringonepersonsocialexclusion.
JournalofExperimentalSocialPsychology,46(3),582
585.
76Cornelluniversityaffiliatesparticipatedinthe
experiment.Theparticipantsplayedagamecalled
Cyberball.Theyweretoldtheywouldbeplayinga
computerballthrowinggameagainsttwopeople.Usinga
mouse,theparticipantchosewhotheywouldliketo
throwtheballto.
Participantswereplacedintooneofthreegroups:atwo
personexclusion,onepersonexclusion,orinclusion.
Thecomputerplayerhadasetamountoftimestheball
waspassedtotheparticipantbasedonwhichgroupthey
wasassigned.
Intwoplayerexclusion,theparticipantreceived12(of
60)balltossesbeforebeingexcludedfromtheremainder
ofthetosses.
Inoneplayerexclusion,theparticipantreceived12(of
60)beforeonestoppedthrowingtheballtothe
participant,andtheotherplayerthrewtheball50%ofthe
time.
Ininclusiongroups,theyballwassharedequally.
words.
The study found that positive interactions with others
serve an important protective function for individuals
during times of stress.
Research on social exclusion, however, suggests that
individuals are highly attuned to limited signs of
rejection.
Exclusion, even in the presence of an inclusive person,
may be sufficient to trigger negative responses.
The presence of an includer in one-person exclusion did
not reliably buffer individuals from threat.
Participants did not perceive more liking from the
includer in one-person exclusion. Thisdemonstratesthat
that even in the presence of an inclusive person,
exclusion leads to decreased feelings of belonging,
Instead of viewing the includer as an ally and source of
support, most participants recalled that the includer has
excluded them as well.
Importantly, in such ambiguous one-person exclusion
situations, inclusive bystanders may be perceived as
engaging in exclusion.
Purposeofthestudy:
Thepurposeofthisstudyistoexplorethepsychological
consequencesoneexperienceswhenexcludedinthe
presenceofaninclusiveindividual.
ImageobtainedfromGoogleimage.
ThisisfromtheshowTheOffice.(Imnotsureifyou
watchornot,butitisfunnyshow!)
Werethereanydifferencesinthefeelingsoffemalesversus
males?
Howcouldthisinformationbeappliedtochildren?The
articlestatedthatchildrenasyoungasagefivebegintobe
awareofsocialexclusionandhowitmakesthemfeel.
Wouldtheresultsfromthisstudybethesameasvarious
ages?

ThisarticlerelateddirectlytoasocialscenarioIwasrecentlydiscussingwithMaya.Inasituationwithherselfandtwo
otherclassmates,onewasincludingherwhiletheotherwasmakingherfeelexcluded.Shewasdemonstratingthose
feelingsofinsecurityandsadness.However,herreactionwastotrytoisolateherexcluderandsetherincludeagainst
theexcluder(thatsabitwordyisntit?).
Ifoundthisstudyreallyinteresting,becauseitistruethatinsocialsituationseveryonewantstofeelincluded.Weareso
perceptiveofsomethingassimpleaswhoisengaginguswhilewearespeaking,whoisthrowingtheballtousversus
whoisensuringtheyarenot.Inmiddleyears,thisisachallengingdynamictoworkthrough.ItissomethingMayawill
probablyhavetoworkthroughthroughoutherlife,asshelearnshowtointeractandhowtofaceadversity.Ithinkthis
studysolidifiesandbringslighttoalotoftheattitudesandfeelingsMayahasaboutbeingincludedanditisdefinitely
somethingIamgoingtokeepinmindwhileworkingwithher.

#7Articlereference:
Purposeofthestudy:
Wyer,Natalie.(2008).CognitiveConsequencesof
PerceivingSocialExclusion.JournalofExperimental
SocialPsychology,44(4),10031012.
Thepurposeofthestudyistounderstandwhatleadssocial
perceiverstotreatsomerelationships,butnotothersas
categoriesorviewthemasjointentities.
Drawafigurativerepresentation
Threeseparateexperimentswereusedtoinvestigatehow
peopleperceiverelationships.Inalltheexperiments,
participantswereexposedtovariousscenarioswith
variousrelationshipsbeingdepictedandmanipulated.
Anexamplemightbe,twoindividualssharing
informationwitheachother,whilepurposefully
withholdingtheinformationfromthethirdparty;ortwo
individualssharinginformationwithnoexclusionofthe
thirdperson.
words.
Participantsinthestudyusedinformationinvolving
socialexclusiontoinferrelationshipboundariesbetween
peoples.
Participantsnotedthatwhentwomembersofa
relationshipactivelyincludeanotherpersonintheir
interactions,thatthirdpersonisincludedwithinthe
relationship.
www.cartoonstock.com
Doyouthinkthattheparticipantspersonalsituationsor
emotionswouldtransferovertotheirjudgmentsofwhether
ornotsomeonewasbeingincluded?Isthereanyaccount
forpersonalbiasintheresults?
Wouldthisresearchberelevanttoapplytovariousage
categories?
Participantsalsonotedthatwhenthethirdpersonis
activelypreventedfromjoiningtherelationship,the
boundaryisstrengthened,withtheexcludedindividual
ontheoppositesideoftheboundary.
Participantsmakeconclusionsaboutarelationshipbased
onhowinclusivetheinteractionsare.
Whentwoindividualsareviewedashavinganinclusive
relationship,theyessentiallybecomeviewedasasingle
entity.Participantsbegantogeneralizethemasaunitand
rememberedmoredetailsaboutthethirdpersonorthe
outsiderofthegroup.
Thisarticleandstudyreallyfocusesonhowweasindividualsperceiverelationships.Researchindicatesthatitisour
humannaturetobesocialandtowantcloserelationships.Itisimportanttobeabletomakeaccurateinferencesabout
relationshipsandpeoplesowecanunderstandourroleandiftherelationshipispermeableforustojoinorbeapartof.
Forexample,ifwearenoticingtwopeoplehavinganintimate,privateconversation,weshouldbeabletorecognizethey
needspaceandthattheymostlikelydonotwanttosharetheirconversationwithothersatthattime.Thisissomething
weareworkingwithMayatorecognizeandunderstand.Sheneedstolearnpersonalboundaries,communicatingin

appropriatesituations,andrecognizingwhichchildrenareconnectingwithherandvaluingherfriendship.
#8Articlereference:
Purposeofthestudy:
Lipka, O. & Siegel, L. (2011). The Development of

Reading Comprehension Skills in Children Learning
English as a Second Language. Reading and Writing: An
Interdisciplinary Journal, 25(8), 1873-1898.
The purpose of this study was to provide an understanding

of reading comprehension skills of ESL students and to
understand what components contribute to successful
reading comprehension.
Thesamplecamefrom30separateinaschooldistrictin
BC,Canada.Therewere674totalstudentsinthestudy,
572wereL1and102wereESL.(L1=Englishasfirst
language)
TheESLpopulationofthesamplewasverydiverse,
with33languages.ThemajoritywereCantonese,
Mandarin,Korean,FarsiandSpanishspeakers.
-The students were classified into three groups based on
their performance on the SDRT and WRAT3 assessments.
The article provides rationale based on the testing, but the
groups were called poor comprehenders (PC), poor
readers (PR), and good comprehenders (GC).
The students were given standardized and experimental
measures of reading, comprehension, working memory,
phonological awareness, morphological awareness, and
syntactic awareness by trained graduate students.
-Each child was individually assessed in a quiet room.
The reading comprehension tasks were administered in
group settings in classrooms.
words.
Readingcomprehensionisaskillthatneedstobetaught
directlyandimplementedinthecurriculum.
ThestudyprovedthatthatESLstudentsarecapableof
developingwordreadingandreadingcomprehension
skillsthatareequalorsimilartothoseoftheirL1peers
withsupportandinstruction.
88%ofstudentsinL1and85%ofstudentsintheESL
groupwereclassifiedasGC.
10%oftheL1studentsandabout13%oftheESL
studentswereclassifiedasPC
2%ofbothgroupswereclassifiedasPR
www.andertoons.com
Theschooldivisionhasadivisionwideliteracyprogram
withsupportfortheirESLlearners.Thereweredifferences
noticedintheliteracyscoresinearlyyears,butbythefifth
gradetheyhadevenedoutsotospeak.Iwouldbecurious
toknowhowmanystudentsconsideredESLinthestudy,
hadbeeninthedivisionforalloftheirschooling.How
manyofthosestudentshadalreadyreceivedextensive
literacysupportthroughouttheirschooling?
Werethestudentsgiventhesametestatthebeginningand
endtodetermineprogress?Werethereanysupportsgiven
whiletakingthetests?(languageclarificationect).

Readingcomprehensionisacomplexprocessthatinvolvesthereader,thecontextualsetting,andthereaders
backgroundknowledge.ThisiswherewehavenoticedMayatendstostruggle.Shedoesnthavethesame
understandingofwordsorbackgroundknowledgeaboutthetextssheisreading.Shealsodoesntdifferentiatebetween
vowelsoundsverywellsoshemighthearpeninsteadofpanbutalsonotfullycomprehendwhatapaniswithinthe
context.Thisgreatlyaffectsherreadingcomprehensionskills.TherearesomanyaspectsofreadingthatMayaisgetting
lostinthedecodingandcomprehendingprocessandonlyobtainingpiecesofthetextorstory.Thisissomethingweare
workingonbyslowingdownherreading,usingadictionaryifnecessary,andfindingtextthatshecandecodeandwork
throughatalevelthatisgoodforher.
AlthoughthestudyshowsgreatpromiseforESLlearnerstobeatparwiththeirE1classmates,Ithinkalotof
interventionandsupportisrequiredatanearlyage.Thestudywasslightlybiasedastheyhadanextensivedivisional
literacysupportplanfortheirESLlearners,andIbelievethiswouldgreatlysupporttheirfindings.Iwouldbecuriousto
knowwhatsortsofsupportstheyprovideorwhatprogramstheyfollow.
#9Articlereference:
Purposeofthestudy:
Colombo,M.,Jacobs,C.,McMakin,D.,&Shestok,C.
(2013).HopefulnessforTeachersofELLsintheEraof
NCLB.MulticulturalPerspectives,15(2),8187.
Thearticleexplorestheconceptofhopeasanimportant
qualityinteacherpreparationtoteachEnglishLanguage
LearnersintheeraofNCLB.
interviewswith20middleschoolteachersaskingabout
preandinservicepreparationstrategiestheyhavefor
workingwithELLlearners,andhowworkingwithELL
studentsandfamilieshasinfluencedtheirpractice.
usedaconstantcomparisonmethodfordatacodingwith
NVivosoftware.
www.sayuncleinc.com
words.
-Teachershavegoodideasandstrategiestohelpmeetthe
needsofESLlearnersandworkhardtodifferentiatetheir
lessonsandassessments.
Theyarehowever,runningintohugedilemmasas
standardizedtestingisonetestforeveryone,writtenin
languagethatisconfusingandchallengingforthese
students.
teachersfeelhelpless,asthesestudentsstrugglethrough
theseassessmentsthatultimatelyreflectnegativelyonthe
teacher.
theauthorsstressimportanceofqualityeducationfor
preserviceteachers,teacherpreparationsupports,
andfindingwaystocreatemeaningful,caring
relationshipswithstudentsandfamiliesofimmigrant
childrenandfamilies.
teachersfeelhopefulwhentheyusestrategiestheyknow
arebeneficialandgiveopportunitiesfortheirstudentsto
experiencesuccessandconfidence.
Arethereanyexemptionsforstudentswhohavejust
movedtotheUSfromstandardizedtesting?
Theteacherswerefromschoolswheretheirscoreswere
especiallylowontheESLsubcategory.WhattheSESwas
oftheseschools?

TheschoolIamworkingin,althoughnotintheUSwiththeburdenofextremestandardizedtesting,hasitsown
challenges.Theydonothavelearningsupportteachers,andhavelimitedEAtime.Thiscanmakedifferentiating,
adapting,andcomingupwithcreativeideasmuchmoredifficult.Theideaofhopethatthisarticlespeakstoisalso
somethingthatplaysabigroleforthesechildren.InMayasoldclass,itfeltlikehopehadbeengivenup.Thingswere
notgoingwellacademically,socially,mentally,foranyoneinvolved.Itseemstherewerenotalotofalterationsor
changesmadetotheprogrammingtohelpMayatransitionintoacompletelynewenvironmentwithdifferent
expectationsandculturallysounknowntoher.Havingherstartfreshinanewclass,withanewteacher,newclassmates
andacleanslateIthinkinstilledalotofhopeforMayaandhereducationalexperience.Herteacherisverypatient,
creativeandunderstandingwithMaya.Therearestillchallengestheyareworkingthrough,butIthinkthissituation
feelsmuchmorehopefulandsuccessfulforMaya.

#10Articlereference:
Purposeofthestudy:
Argyrakouli,E.,Didaskalou,E.,&Vlachou,A.(2006).
Preferencesofstudentswithgenerallearningdifficulties
fordifferentservicedeliverymodes.EuropeanJournal
ofSpecialNeedsEducation,21(2),201216.
Thisstudywasdesignedtoextracttheviewsand
preferencesofprimaryeducationstudentswithgeneral
learningdifficulties*involvingdifferentservicedelivery
models.
*Thisisdefinedasdifficultiesduetoenvironmental,
social,culturalandeconomicdisadvantage.
Thesampleconsistedof95Greekstudentingrades26
withacademicorbehavioralchallengesintheir
classrooms.Studentsconsideredimmigrantorstudents
withidentifiedlearningdisabilitieswereNOTincludedin
thestudy.
Interviews,includingsevenquestionsconcerning
studentsviewsonandpreferencesfordifferent
educationalsettings(regularclassroomwithoutadditional
support,resourceroom,inclasssupport),wereemployed
forgatheringdata.
imageobtainedfromGoogleimage.
words.
Theresultswereorganizedintothreeresponsecategories:
(1) Studentspreferenceforeducationalsetting
(regularwithoutanysupportorresourceroom)
(2) Preferenceforpersonprovidinghelp
(3) Preferenceforpreferredlocationofreceiving
support(inclassorresourceroom)
(1)Themajoritypreferredtheresourceroom(53.7%),
however,thepreferencewasgreatlyinfluencedforall
studentsaboutwheretheyfoundtheyworkedbest.
(2)Majority,64.2%preferredspecialeducationteacher
overtheirclassroomteacher.
(3)Thiswasanalmostevensplit.*SpecialEducation
Teachersdonotpushintoclassroomstosupport,soto
findanswerstothisquestionsthequestionwasaskedasa
hypothetical.Somestudentsreferredtotheirclassroomas
theirnaturallearningplace.Andappearedquite
fascinatedtothinkaboutthespecialeducationteacher
beingthereasahelpertotheclassroomteacher.
*Thearticlediscussedthecurrentsituationasbeing
inclusionistonlyinsofarasitinvolveslocational
integration.(203)Theclassroomteachersreceiveno
supportforstudentsmentionedinthestudy,thismakesme
questionifthismakesthesestudentsfeelneglected?
Couldthisrelatetowhythemajorityofthestudentsprefer
theirSpecialeducationteachers?
Howmanyspecialeducationteachersareineachschool?

Theresultsshowedthatthestudentswereveryawareand
selfreflectiveofwheretheyfelttheyworkedbestand
whotheyworkedbestwith.
ThisarticlewasinterestingtoreadasitprovedaEuropeanmodelofsupportservices.Thisisdefinitelyrelevanttomy
projectasIamimplementingitinEurope.Itwasreallyinterestingtoreadaboutchildrensviewsonpulloutvs.pushin
methods.Asteachers,wetalkabouttheseconceptsallthetime,buthowoftentowereflectandaskthekids?WhenI
discussedthiswithMaya,shewasveryclearaboutpreferringtobeintheclassroom.Theconflictis,shedoesnt
necessarilywanttodotheactivitiesandthingsweneedtoworkoninfrontofherpeers,whichiswhyweleavethe
room.SheisalsoSOeasilydistracted,soleavingallowsustobemuchmoreproductiveandsheismuchmorefocussed.
Itisalsowhatherteacherandtheprincipalpreferforpiecesofherinstruction.
Ithinksomeofthebiasofthisarticlemaybethestudywasdoneinthespring,sothestudentsalreadyhadastrong
relationwiththeirspecialeducationteacher.Theymostlikelyhadsomesuccessworkingwithhim/hersothatmayhave
skewedtheresultsofthestudyaswell,butoverallitisquitefascinatingtosee.Itwouldbereallyinterestingtohave
someindepthconversationswithchildrenabouttheirviewsandwhattheyprefer.

Research Article Analysis: Assignment #5-Annotated Bibliography Meghan Corbett University of Manitoba EDUA 5600

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Assignment #5- Annotated Bibliography