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 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.

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. 

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

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. 

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. 

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

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

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

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?)

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. 

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

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

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

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

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.

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

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

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

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.

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

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 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.

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 

-       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/ 

 

-       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/