# data[].attributes.body
Article 1: “Effects of Explicit Instruction in Decoding of Struggling First Grade Students: A Data-Based Case Study”
Citation:
Pullen, P. C., Lane, H. B., Lloyd, J. W., Lloyd, J. W., Nowak, R., & Ryals, J. (2005). Effects of Explicit Instruction on Decoding of Struggling First Grade Students: A Data-Based Case Study. Education and Treatment of Children, 28(1), 63–75. http://www.jstor.org/stable/42899828

- This article provides insight into my problem of practice because it discusses the decoding of reading as a necessary tool for readers. As first graders develop into more complex readers it is necessary they are continually reading and decoding words. This article discusses the different intervention plans teachers can use to help first grade students practice strategies that can help to decode words and become more fluent readers.

Article 2: “Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panels Meta-Analysis”

Citation:

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis. Review of Educational Research, 71(3), 393–447. http://www.jstor.org/stable/3516004

This article provides insight to how important the strategy of decoding is in elementary school students. This article conducts a student workshop where students go through sets to help students learn to read. In set 2 decoding is used where the students are beginning to read to decode words. The r4esearcher then continues all steps to see if students have gained knowledge in reading. This can be beneficial to my research because the sets can be used to help students learn to read.

# data[].attributes.body
Player, C., & Shumway, J. (2018). Enhancing number system knowledge to promote number sense and adaptive expertise: A case study of a second-grade mathematics student. American Journal of Undergraduate Research, 15(3)https://doi.org/10.33697/ajur.2018.021

This article explains how critical it is for students to develop number sense in their primary years of school. If they don’t understand the relationship between numbers, they will have difficulty solving arithmetic problems. The purpose of this study was to investigate the variations of an eight-year-old student’s number system knowledge learning as she participated in an instructional treatment over nine weeks.

This article is relevant to my possible POP since my research suggests that students are having trouble with their making 10 combinations. By the end of second grade, students are doing addition and subtraction with bigger numbers, so if they do not have basic number sense, the basic arithmetic will be very hard for them.

Baroody, A. J., Purpura, D. J., Eiland, M. D., Reid, E. E., & Paliwal, V. (2015, October 12). Does Fostering Reasoning Strategies for Relatively Difficult Basic Combinations Promote Transfer by K-3 Students?. Journal of Educational Psychology. Advance online publication. http://dx.doi.org/10.1037/edu0000067

This article investigates mathematics strategies within grades K-3 and how to promote fluency. Since students are having difficulty with the strategy of make ten combinations, I thought this article was relevant to the impact of mathematics strategies. In my literature review, I want to discover more about the impact of mathematics strategies.

# data[].attributes.body
Article 3: “Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study”

MLA Citation: Petersen, Douglas B., et al. “Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study.” Journal of Learning Disabilities, vol. 49, no. 2, Mar. 2016, pp. 200–215, doi:10.1177/0022219414538518.

APA Citation: Petersen, D. B., Allen, M. M., & Spencer, T. D. (2016). Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study. Journal of Learning Disabilities, 49(2), 200–215. https://doi.org/10.1177/0022219414538518

This article provides insight to my problem of practice because  this article talks about how in the beginning of kindergarten students only really come into school knowing 1 to school reading strategies. At the beginning of first grade students are introduced to more reading strategies, one including decoding and there has been a positive impact on students reading comprehension due to the new strategies introduced.

Article 4: “How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date”

Citation: Martin R. West & Robin Lake, "undated". "How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date," Mathematica Policy Research Reportse6faa0ed23c94a04b70bc0abe, Mathematica Policy Research.

https://files.eric.ed.gov/fulltext/ED614130.pdf

This article provides insight to my problem of practice, because it talked about how much academic material students have missed because of the pandemic. Part of my practice focuses on how online schooling has impacted students in the classroom. This article discusses how the material missed during the past  2years of school is material that will take a while for students to get back on track.  This is important information to include because many teachers did not  know where their students were this year based on the fact that testing was canceled. Testing is typically used to see where a student is and if they have mastered grade level .

# data[].attributes.body
https://ebookcentral.proquest.com/lib/quinnipiac/reader.action?docID=464913#

This article is about the impacts of reading plays to students and how readers theater can be an engaging way for students to learn different literacy skills.

https://www-tandfonline-com.libraryproxy.quinnipiac.edu/doi/full/10.1080/19388071003731554

This article has insights on the parental involvement in reading at home and how that can impact a child's reading engagement in school.

https://journals-sagepub-com.libraryproxy.quinnipiac.edu/doi/full/10.1177/1468798416662513?utm_source=summon&utm_medium=discovery-provider

This article is about the interventions and modifications of reading in a first grade classroom. The experiment was about how to cultivate a classroom of students who love to read.

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/26632527?pq-origsite=summon&seq=1#metadata_info_tab_contents

This article brings insight on what books to have students read/pick from that activates engagement and enthusiasm. It discusses a theoretical frame for engagement within the classroom.

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/24574966?Search=yes&resultItemClick=true&searchText=%28%28%28%28Reading+%29+AND+%28Engagement%29%29+AND+%28Stations%29%29+AND+%28Primary+Grades%29%29&searchUri=%2Faction%2FdoAdvancedSearch%3Fgroup%3Dnone%26q0%3DReading%2B%26q1%3DEngagement%26q2%3DStations%26q3%3DPrimary%2BGrades%26q4%3D%26q5%3D%26q6%3D%26sd%3D%26ed%3D%26pt%3D%26isbn%3D%26f0%3Dall%26c1%3DAND%26f1%3Dall%26c2%3DAND%26f2%3Dall%26c3%3DAND%26f3%3Dall%26c4%3DAND%26f4%3Dall%26c5%3DAND%26f5%3Dall%26c6%3DAND%26f6%3Dall%26acc%3Don%26la%3D&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3Ab3c50a0a69d7fc4e61f23c2ac7ad1e15&seq=1#metadata_info_tab_contents

This article is about how to make reading authentic and how readers workshop can increase student motivation to read.

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/43824067?Search=yes&resultItemClick=true&searchText=%28%28%28%28%28reading%29+AND+%28readers+workshop%29%29+AND+%28engagement%29%29+AND+%28primary+grades%29%29+AND+%28impacts%29%29&searchUri=%2Faction%2FdoAdvancedSearch%3Fgroup%3Dnone%26q0%3Dreading%26q1%3Dreaders%2Bworkshop%26q2%3Dengagement%26q3%3Dprimary%2Bgrades%26q4%3Dimpacts%26q5%3D%26q6%3D%26sd%3D%26ed%3D%26pt%3D%26isbn%3D%26f0%3Dall%26c1%3DAND%26f1%3Dall%26c2%3DAND%26f2%3Dall%26c3%3DAND%26f3%3Dall%26c4%3DAND%26f4%3Dall%26c5%3DAND%26f5%3Dall%26c6%3DAND%26f6%3Dall%26acc%3Don%26la%3D&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A2f170d2c954f2d570c23789abfa4cd07&seq=1#metadata_info_tab_contents

This article discusses the importance of how to make readers engagement and motivated.

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/44011382?pq-origsite=summon&seq=1#metadata_info_tab_contents

This article discusses how to teach instructional practices to reading to support their engagement.

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/23321284?pq-origsite=summon&seq=2#metadata_info_tab_contents

This article is interesting because it focuses on how readers workshop can be a time to focus on vocabulary strategies for readers. (Could be a part of stations in rw?)

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/20201660?Search=yes&resultItemClick=true&searchText=the+reading+teacher&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dthe%2Breading%2Bteacher%2B%26filter%3D&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3Af64efa52c146fe6e803f3447427779c4&seq=1#metadata_info_tab_contents

This article discusses students motivation to read. It talks about how to teach children the value of reading, that way they will begin to find ways to enjoy in reading and therefore find engagement in readers workshop.

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/20201090?Search=yes&resultItemClick=true&searchText=the+reading+teacher+readers+workshop&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dthe%2Breading%2Bteacher%2Breaders%2Bworkshop&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3Ae3d5d14cf9ac645049b1b82c46402aba&seq=2#metadata_info_tab_contents

Although this article has to do with 6th grade, I like that it discusses what readers workshop means and what happens during it.

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/20200734?Search=yes&resultItemClick=true&searchText=the+reading+teacher+readers+workshop+elementary+school&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dthe%2Breading%2Bteacher%2Breaders%2Bworkshop%2Belementary%2Bschool&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A606cdda13d85dec501984f2a31c54183&seq=3#metadata_info_tab_contents

This article is great! It breaks apart a reading workshop into sections of what to do during the workshop!

https://www-jstor-org.libraryproxy.quinnipiac.edu/stable/20204824?Search=yes&resultItemClick=true&searchText=the+reading+teacher+readers+workshop+elementary+school&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dthe%2Breading%2Bteacher%2Breaders%2Bworkshop%2Belementary%2Bschool&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A7252ec2dfb047561796b34b149594a17&seq=2#metadata_info_tab_contents

This article discusses how to support struggling readers in the classroom. This is a good article for differentiation.

# data[].attributes.body
Laal, M., & Ghodsi, S. M. (2012). Benefits of collaborative learning. Procedia-social and behavioral sciences, 31, 486-490.
This article provides some insight as to why learning collaboratively and working in groups can be beneficial to students. It touches on different aspects of how it can help students in different areas which can ultimately help them to learn and work better.

Reutzel, D. R., Child, A., Jones, C. D., & Clark, S. K. (2014). Explicit Instruction in Core Reading Programs. The Elementary School Journal, 114(3), 406–430. https://doi.org/10.1086/674420
This article shows the importance of explicit instruction and explains more about what it is important to be as clear as possible when giving instructions. They did this in the context of looking at core reading programs and seeing what type of instruction is seen during these programs. This could be used to help me figure out what sort of instructional strategy would be best to use during my lessons and when initiating small group work.

# data[].attributes.body
Davidson, J. L. (1982). The Group Mapping Activity for Instruction in Reading and Thinking. Journal of Reading, 26(1), 52–56. http://www.jstor.org/stable/40029216
This article goes through one approach to having students work collaboratively during reading time. It talks about mapping your thoughts and ideas after reading as a group and how that can help with overall comprehension of a passage by allowing students to organize thoughts in a way that works for them.

Stauffer, R. G. (1964). The Role of Group Instruction in Reading. Elementary English, 41(3), 230–250. http://www.jstor.org/stable/41387532
This article talks about the overall benefits of group activities during reading as well as what they look like and how they help. This article can help me when planning how to structure my group activities as well as why they may be more helpful to students when it comes to reading as opposed to students working alone.

# data[].attributes.body
Guthrie, J. T., & Cox, K. E. (2001). Classroom conditions for motivation and engagement in reading. Educational psychology review, 13(3), 283-302.
This articles talks about various approaches and educational techniques that can be used to boost engagement in reading in school. I would be able to use this article as a way to help me figure out how to go about teaching and structuring lessons as well as activities that will better help my students learn and be engaged in these activities.

Borko, H., & Eisenhart, M. (1986). Students’ Conceptions of Reading and Their Reading Experiences in School. The Elementary School Journal, 86(5), 589–611. http://www.jstor.org/stable/1001272
This article was focused on elementary student's own experiences with reading and learning to read and how that impacts their overall perceptions of school and their classes. I think this article would help to provide more incite into how students themselves feel about reading and how as a teacher I could rework lessons and teaching methods to better help my students.

# data[].attributes.body
Article 1: “Effects of Explicit Instruction in Decoding of Struggling First Grade Students: A Data-Based Case Study”

https://www.jstor.org/stable/42899828?casa_token=s20lCB6zTVEAAAAA%3AaueLBLKF4Ssmw9PBNPZzPNEdi3aJ_RyvmIAAXHziMEIkDSLt0mb4Y9-JnWcjaA9LDfHGyAWU1D4DYRn7aQBGYlAG1zWoSX2mfIY09nMQDdS7v4pm&seq=3#metadata_info_tab_contents

MLA citation:

Pullen, Paige C., et al. “Effects of Explicit Instruction on Decoding of Struggling First Grade Students: A Data-Based Case Study.” Education and Treatment of Children, vol. 28, no. 1, West Virginia University Press, 2005, pp. 63–75, http://www.jstor.org/stable/42899828.

APA citation:

Pullen, P. C., Lane, H. B., Lloyd, J. W., Lloyd, J. W., Nowak, R., & Ryals, J. (2005). Effects of Explicit Instruction on Decoding of Struggling First Grade Students: A Data-Based Case Study. Education and Treatment of Children, 28(1), 63–75. http://www.jstor.org/stable/42899828

This article provides insight into my problem of practice because it discusses the decoding of reading as a necessary tool for readers. As first graders develop into more complex readers it is necessary they are continually reading and decoding words. This article discusses the different intervention plans teachers can use to help first grade students practice strategies that can help to decode words and become more fluent readers.

Article 2: “Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panels Meta-Analysis”

MLA citation:

Ehri, Linnea C., et al. “Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis.” Review of Educational Research, vol. 71, no. 3, [Sage Publications, Inc., American Educational Research Association], 2001, pp. 393–447, http://www.jstor.org/stable/3516004.

APA Citation:

Ehri, L. C., Nunes, S. R., Stahl, S. A., & Willows, D. M. (2001). Systematic Phonics Instruction Helps Students Learn to Read: Evidence from the National Reading Panel’s Meta-Analysis. Review of Educational Research, 71(3), 393–447. http://www.jstor.org/stable/3516004

This article provides insight to how important the strategy of decoding is in elementary school students. This article conducts a student workshop where students go through sets to help students learn to read. In set 2 decoding is used where the students are beginning to read to decode words. The researcher then continues all steps to see if students have gained knowledge in reading. This can be beneficial to my research because the sets can be used to help students learn to read.

Article 3: “Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study”

MLA Citation: Petersen, Douglas B., et al. “Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study.” Journal of Learning Disabilities, vol. 49, no. 2, Mar. 2016, pp. 200–215, doi:10.1177/0022219414538518.

APA Citation: Petersen, D. B., Allen, M. M., & Spencer, T. D. (2016). Predicting Reading Difficulty in First Grade Using Dynamic Assessment of Decoding in Early Kindergarten: A Large-Scale Longitudinal Study. Journal of Learning Disabilities, 49(2), 200–215. https://doi.org/10.1177/0022219414538518

This article provides insight to my problem of practice because  this article talks about how in the beginning of kindergarten students only really come into school knowing 1 to school reading strategies. At the beginning of first grade students are introduced to more reading strategies, one including decoding and there has been a positive impact on students reading comprehension due to the new strategies introduced.

Article 4: “How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date”

Citation: Martin R. West & Robin Lake, "undated". "How Much Have Students Missed Academically Because of the Pandemic? A Review of the Evidence to Date," Mathematica Policy Research Reportse6faa0ed23c94a04b70bc0abe, Mathematica Policy Research.

https://files.eric.ed.gov/fulltext/ED614130.pdf

This article provides insight to my problem of practice, because it talked about how much academic material students have missed because of the pandemic. Part of my practice focuses on how online schooling has impacted students in the classroom. This article discusses how the material missed during the past  2years of school is material that will take a while for students to get back on track.  This is important information to include because many teachers did not  know where their students were this year based on the fact that testing was canceled. Testing is typically used to see where a student is and if they have mastered grade level .

Article 5: “Fluency: Bridge Between Decoding and Reading Comprehension”

Link:https://www.jstor.org/stable/pdf/20205516.pdf?ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A18964387189f36b51f800f052821c20e

MLA Citation: ​​Pikulski, John J., and David J. Chard. “Fluency: Bridge between Decoding and Reading Comprehension.” The Reading Teacher, vol. 58, no. 6, [Wiley, International Reading Association], 2005, pp. 510–19, http://www.jstor.org/stable/20205516.

APA Citation: Pikulski, J. J., & Chard, D. J. (2005). Fluency: Bridge between Decoding and Reading Comprehension. The Reading Teacher, 58(6), 510–519. http://www.jstor.org/stable/20205516

This article provides insight to my POP because it discussed how there are different stages students take to become fluent in reading. One of the stages discussed is learning how to decode words which leads to a better understanding of reading comprehension.

Article 6: “Factors that predict success in an early literacy intervention project”

Link:https://www.jstor.org/stable/748214?Search=yes&resultItemClick=true&searchText=literacy+decoding+instructions+pros+and+cons&searchUri=%2Faction%2FdoBasicSearch%3FQuery%3Dliteracy%2Bdecoding%2Binstructions%2Bpros%2Band%2Bcons%2B%26so%3Drel&ab_segments=0%2Fbasic_search_gsv2%2Fcontrol&refreqid=fastly-default%3A7a3be5aec4d71faa8c7cdf7cbec86340&seq=1#metadata_info_tab_contents

MLA Citation: Leslie, Lauren, and Linda Allen. “Factors That Predict Success in an Early Literacy Intervention Project.” Reading Research Quarterly, vol. 34, no. 4, [Wiley, International Reading Association], 1999, pp. 404–24, http://www.jstor.org/stable/748214.

APA Citation: Leslie, L., & Allen, L. (1999). Factors That Predict Success in an Early Literacy Intervention Project. Reading Research Quarterly, 34(4), 404–424. http://www.jstor.org/stable/748214

This article provides insight because it discusses how quickly students acquire strategies for decoding words. It talks about the early intervention plans teachers can use to implement these strategies into literacy units.

# data[].attributes.body
Article 3: Brown, J.C. (2017), A metasynthesis of the complementarity of culturally responsive and inquiry-based science education in K-12 settings: Implications for advancing equitable science teaching and learning. J Res Sci Teach, 54: 1143-1173. https://doi.org/10.1002/tea.21401

This article is helpful because it references 52 empirical articles that investigate culturally responsive and relevant science education. It provides both qualitative and quantitative data to support both sides of either argument. It also defines diversity in interesting ways that might be insightful to explore further.

Article 4:

Lee, O., & Buxton, C. (2008). Science Curriculum and Student Diversity: A Framework for Equitable Learning Opportunities. In The Elementary School Journal (Vol. 109, Issue 2, pp. 123–137). University of Chicago Press. https://doi.org/10.1086/590522

This article is helpful because it provides several theoretical frameworks to consider when researching historically disadvantaged groups. I thought the Epistemology and Culture paragraph was particularly interesting as it evaluates things from a different pedagogical perspective.

# data[].attributes.body
Article 5:

Ohkee Lee & Cory Buxton (2011) Engaging Culturally and Linguistically Diverse Students in

Learning Science, Theory Into Practice, 50:4, 277-284, DOI: 10.1080/00405841.2011.607379

This article is helpful because it considered linguistic disparities in depth more than the other articles. I found the subsection discussing cross-cultural perspectives to be interesting. I think creating parallels between science and culture is important.

Article 6:

Bianchini, J.A., Johnston, C.C., Oram, S.Y. and Cavazos, L.M. (2003), Learning to teach science in contemporary and equitable ways: The successes and struggles of first-year science teachers. Sci. Ed., 87: 419-443. https://doi.org/10.1002/sce.10058

This article is helpful because it not only highlights the benefits of incorporating contemporary and equitable practices in the science classroom, it also highlights some challenges first years teachers faced. It touches on the goals and philosophy of equitable practices. I found the interviews of the first year teachers to be helpful

# data[].attributes.body
-       Syllable Clapping - Cli Engage. https://cliengage.org/user-guides/PA_SyllableClapping.pdf

-       Alison. “4 Engaging Activities for Teaching Multisyllabic Words.” Learning at the Primary Pond, 11 Jan. 2022, https://learningattheprimarypond.com/blog/4-engaging-activities-for-teaching-multisyllabic-words/

-       Dimling, Lisa M. “Conceptually Based Vocabulary Intervention: Second Graders’ Development of Vocabulary Words.” Shibboleth Authentication Request, https://muse-jhu-edu.libraryproxy.quinnipiac.edu/article/409189

-       https://muse-jhu-edu.libraryproxy.quinnipiac.edu/article/409189

-       Astutehoot. “Home.” Astute Hoot, 12 Apr. 2015, https://www.astutehoot.com/mastering-multisyllabic-words/

# data[].attributes.body
-       Syllable Clapping - Cli Engage. https://cliengage.org/user-guides/PA_SyllableClapping.pdf

-       Alison. “4 Engaging Activities for Teaching Multisyllabic Words.” Learning at the Primary Pond, 11 Jan. 2022, https://learningattheprimarypond.com/blog/4-engaging-activities-for-teaching-multisyllabic-words/

-       Dimling, Lisa M. “Conceptually Based Vocabulary Intervention: Second Graders’ Development of Vocabulary Words.” Shibboleth Authentication Request, https://muse-jhu-edu.libraryproxy.quinnipiac.edu/article/409189

-       https://muse-jhu-edu.libraryproxy.quinnipiac.edu/article/409189

-       Astutehoot. “Home.” Astute Hoot, 12 Apr. 2015, https://www.astutehoot.com/mastering-multisyllabic-words/