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Annotated Bibliographies
Nuong Nguyen
Fall 2017
ANNOTATED BIBLIOGRAPHY 2
Al Otaiba S., Folsom J. S., Schatschneider C., Wanzek J., Greulich L., Meadows J., . . . Connor
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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
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
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.
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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-
Foorman, B. R., Novy, D. M., Francis, D. J., & Liberman, D. (1991). How letter-sound
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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
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
Fuchs, D., Fuchs, L., Yen, L., McMaster, K., Svenson, E., Yang, N., &…King, S. (2001).
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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
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
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
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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).
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