Literature Template

Bibliographic Information (APA Formatting): Author(s) Affiliation:

Sahin, A. (2013). The effect of text types on reading comprehension. Mevlana International Journal of Education, A. Sahin is a professor at Ahi Eura University in Turkey.

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

This resource is a scholarly article that has a study attached to it.

Summary of essential information:

Way in which this source influences the field of Early Childhood Education or related fields:

Potential relevance to your research topic and study:

Within this article and study the author shows differences between how a reader comprehends narrative texts and informational texts. Definitions of what reading comprehension is and how readers comprehend text are also laid out for the reader at the start of the article. Sahin also uses the scanning model when doing this study with 4th and 5th graders. At the end of the article, Sahin states that in both groups, the readers have a higher reading comprehension score when reading narrative texts as opposed to informative text. This article has a large impact on any student in the early grades. Many students read narrative texts because generally these are more fun to read and the language is easier to understand. As more schools and curriculums are looking at informative texts, we are seeing a decrease in reading comprehension because the students do not seem to be as engaged in the text. This is important because many schools and educators may have a higher level of concern that a student does not comprehend text, when really they are not interested in the text, therefore they are not reading for meaning. As educators, we need to make sure the reader is actively reading and therefore, comprehending what they are reading. This study is very important to my research topic, because it focuses on what methods help a student to comprehend what they read. If a student is not interested in the text they are reading, then they will not be as likely to remember important parts of the story. Though I am not looking at specific texts, overall, I can see a difference in how students approach a narrative as opposed to an informational text.

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Bibliographic Information (APA Formatting):

Fuchs, D., Compton, D. L., Fuchs, L. S., Bryant, V. J., Hamlett, C. L., & Lambert, W. (2012). First-grade cognitive abilities as long-term predictors of reading comprehension and disability status. Journal of Learning Disabilities, 45(3), 217-231. doi: 10.1177/0022219412442154 Douglas Fuchs, PhD Professor at Vanderbilt University Donald L. Compton, PhD Professor at Vanderbilt University Lynn S. Fuchs, PhD Professor at Vanderbilt University V. Joan Bryant, PhD Professor at Vanderbilt University Carol L. Hamlett, MS Professor at Vanderbilt University Warren Lambert, PhD Professor at Vanderbilt University This is a scholarly article that presents a study and implications that the reader can use.

Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Summary of essential information:

The overall concept of this article is the idea that students who have a reading disability have this because of a specific comprehension deficit. The article talks about how little is known about how students comprehend during reading, especially those in the elementary grades. The researchers tried to implement different strategies in order to predict 5th grade students who would have a reading disability. This source is very important to someone who is in the early education field. If teachers take this article into context, they can help young readers with their reading comprehension and thus the amount of students who may have a reading disability may be fewer in the future.

Way in which this source influences the field of Early Childhood Education or related fields:

Potential relevance to your research topic and study:

This article is very relevant to my topic as a researcher. Not only am I working with elementary students, but Im working with those who have qualified for learning support because of a reading disability. This article can help me with ways to help my students to become better readers and comprehend what they read.

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Bibliographic Information (APA Formatting):

Ricketts, J., Jones, C. R. G., Happe, F., & Charman, T. (2012). Reading comprehension in autism spectrum disorders:the role of oral language and social functioning. Journal of Autism Developmental Disorders, 43, 807-816. doi: 10.1007/s10803-012-1619-4 Jessie Ricketts- Centre for Educational Development: Appraisal and Research at the University of Warwick; Institute of Education at the University of Reading Catherine R. G. Jones: Department of Psychology at University of Essex Francesca Happe: MRC SGDP Research Centre, Institute of Psychiatry, Kings College London Tony Charman: Centre for Research in Autism and Education (CRAE), Institute of Education at the University of London This is a scholarly article from a Journal published in the United Kingdom. This article presents a study and its findings.

Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Summary of essential information:

Way in which this source influences the field of Early Childhood Education or related fields:

This article presents a study to find a link between Autism Spectrum Disorder (ASD) and reading comprehension. This is a fairly new study and it is researching the link between the social aspect of students with ASD and how they relate to what they read. Many students with ASD have difficulties in the areas of oral language and work recognition. Therefore, when they read, they are not able to fill in some areas of misunderstanding with personal knowledge, because they lack the social aspect. This article did not give any other further areas of study. This article influences those that work in the areas of Early Childhood education and those that work in Special Education, primarily those that work with students with ASD. This article can help influence how we might teach this group of students how to read and how to link information that is read to social situations.

Potential relevance to your research topic and study:

Though I only have one student who is ASD, many of my students have a difficult time comprehending what is read. Though they may have the social experiences, they lack some of the reading skills to help them decode and relate to the story in order to comprehend what went on.

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Bibliographic Information (APA Formatting): Author(s) Affiliation:

Ortlieb, E. (2013). Using anticipatory reading guides to improve elementary students' comprehension. International Journal of Instruction, 6(2), 145-162. Retrieved from www.e-iji.net Evan Ortlieb works at Monash University in Australia.

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

This is a scholarly international journal that presented a study with elementary students.

Summary of essential information:

Way in which this source influences the field of Early Childhood Education or related fields:

This article focuses on what reading comprehension is and how we as teachers can help 3rd grade struggling students by scaffolding information that is read. This study uses anticipatory guides to help students gain access to what they need to focus on while reading. It looked at how often students used the strategy and how effective it was. It also reflected on that many times explicit instruction is not used within elementary classrooms, even though the goal of reading is the overall reading comprehension of the student. This article can help teachers in the elementary setting with an idea on how to help struggling students in the general education classroom. By providing them with a anticipatory guide, the teacher is not DISCOURAGING them to not learn, but ENCOURAGING them on where they should focus there learning.

Potential relevance to your research topic and study:

This topic helps me to see how students can use another method to help them with their reading comprehension, not only in reading but in other subjects as well.

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Bibliographic Information (APA Formatting): Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Santori, D. (2011). Search for the answers or talk about the story?: School-based literacy participation structures. National Council of Teachers of English, 88(3), 198-207. Diane Santori is an assistant professor at West Chester University. She also is currently working on a research project that aims to help struggling readers in lower income schools. This was a trade article that presents three different teaching strategies. This article focuses on the positive impact of group talk while reading to help with reading comprehension.

Summary of essential information:

Diane Santori looks at a small reading group and the benefits of having a group discussion. She looks at how students draw on what each other have said and use that to shape their own learning and how they construct meaning from a text. The author looks at different moves the students make while discussing with each other. Each of these moves has a name in which how it related to the discussion. This source can be beneficial in the way we teach reading groups within our classroom. By having a student led discussion, students can feel more open to express themselves in group and can talk about each others ideas. This approach has also showed a positive outlook in an increase of reading comprehension.

Way in which this source influences the field of Early Childhood Education or related fields:

Potential relevance to your research topic and study:

Santori has a great approach on how to teach reading groups which allows for more student talk, thus allowing for a more in-depth conversation allowing for comprehension to expand.

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Aukerman, M. (2006, October). Who's afraid of the big "bad answer"?. Educational Leadership, 37-41. Maren Aukerman is an assistant professor of Reading, Writing, and Literacy. She works at the Graduate School of Education at the University of Pennsylvania. This was an article from Educational Leadership. This article presented a teaching strategy that helped teachers who teach reading groups.

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Summary of essential information:

Way in which this source influences the field of Early Childhood Education or related fields:

This article focused on the student as a learner. The main idea was that as teachers we seem to want to students as soon as they make a mistake, especially when reading a story. This article looked into the benefits of allowing the students to defend their thinking and discuss it as a group. When allowing the students to feel safe in their learning environment, we allow them to open up and express themselves. This articles states that just because a student may have the wrong answer within a given topic, it does not mean they are wrong. Each student comes to the table with a different schema, thus allowing them to have differences in opinion when reading a story and comprehending what it means. This article really brings to light how quick we are to correct a child when learning. The whole concept of learning should be just that, learning from what we know and changing our background in order to change how we think.

Potential relevance to your research topic and study:

This is relevant to my topic because many students may be miscomprehending what they are reading because their personal schema gives different definitions to things they read.

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Lee, J. & Zentall, S. (2012). A reading motivation intervention with differential outcomes for students at risk for reading disabilities, adhd, and typical comparisons: "Clever is and clever does". Hammill Institute on Disabilities, 35, 248-259. Sydney Zentall is a professor at Purdue University in West Lafayette, IN. Jiyeon Lee is a professor at Rowen University in Glassboro, NJ. This is a scholarly article that examined how motivation played a part in how students did on their reading comprehension.

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Summary of essential information:

This article focused on how motivating students using certain words allowed them to perform better on posttest than they did on a pretest. The study looked at tier one interventions with three different subgroups. By working with three different groups, the researchers were able to analyze the data on a broader spectrum and see if the motivation worked for all subgroups. In schools today, many students feel pressure when they are tested (both weekly test and state standardized test). By looking at how students are motivated, we are able to help the student to be more confident when they test, thus allowing them to focus more on the content. This also allows us as teachers to encourage students to do well on the test without focusing on the test itself.

Way in which this source influences the field of Early Childhood Education or related fields:

Potential relevance to your research topic and study:

Because many students with learning disabilities become anxious during testing, there reading comprehension scores suffer and decrease. If we are able to motivate them before testing, the overall reading scores should increase because of an increase in confidence.

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Bibliographic Information (APA Formatting): Author(s) Affiliation:

Type of Resource:
(Scholarly article presenting a study; Trade article presenting a teaching strategy or methodology or other; Website describing a curriculum package, etc)

Gray, S., & Sricastava, P. (2012). Computer-based and paper-based reading comprehension in adolescents with typical language development and languagelearning disabilities. Language, Speech, and Hearing Services in Schools, 43, 424-437. Both Pradyumn Sricastava and Shelley Grey were professors at Arizona State University, Tempe. Since the article was published, Ms. Sricastava has transferred to University of Nebraska. This is an article that presents a research study that was done working with adolescents.

Summary of essential information:

This study deals with the difference in how students achieved on computer based tests compared to paper based tests. This study also looked at students who had some form of disability. Though this study did not come to the conclusion I thought it would, they were able to show that there was a no difference between reading comprehension tests taken online or paper based. Though this study did not have the outcome I thought it would, I believe that computer based testing would be beneficial for students who struggle to stay on task. Many of our students are introduced to technology at a young age and our society is moving towards technology.

Way in which this source influences the field of Early Childhood Education or related fields:

Potential relevance to your research topic and study:

This was relevant to my study with the idea of reading comprehension. I would wonder how some of my students who have a difficult time focusing would perform better on the weekly tests if the test was given on the computer.