I will provide the annotated bibliography and synthesis of literature. So I need the report built using • Task: You write a report that does the following: o defines a problem persuasively and accura
Annotated Bibliography
Blachman, B. A., Schatschneider, C., Fletcher, J. M., Francis, D. J., Clonan, S. M., Shaywitz, B. A., &
Shaywitz, S. E. (2004). Effects of intensive reading remediation for second and third graders and
a 1-year follow-up. Journal of Educational Psychology, 96, pg. 444–461. doi.org/10.1037/0022-
0663.96.3.444
This journal excerpt will help me to relay the message, students with reading difficulties can benefit from supplemental reading instruction provided in small groups. This helps me because I am trying to get the commands support and backing of a story book tent with sailors in order to promote more reading in the community.
The Advocate (Burnie, Australia). (2015). Poor outlook for kids who don’t read: study.
http://search.ebscohost.com.ezproxy.umuc.edu/login.aspx?direct=true&db=edsgin&AN=edsgcl.430521922&site=eds-live&scope=site
This journal excerpt looks at the study of Tasmanian households and the children starting school are 5.3 times more likely to be developmentally vulnerable if their parents do not regularly read to them or encourage their reading. The primary concern with children who parents don’t read to them is the disadvantage that these children start out with when it comes to development.
This article will be helpful providing analysis of the importance of the parents reading to children and supporting the idea that it is encouraging children to read outside of the home will help and counter act when a parent chooses not to read. By giving the children a different platform to read will be able to help counter act the parents who aren’t reading at home.
Fruehwirth, J. & Gagete-Miranda, J. (2019). Your peers’ parents: Spillovers from parental education.
Economics of Education Review, Vol 73 . Retrieved from:
(http://www.sciencedirect.com/science/article/pii/S0272775719301219)
This journal excerpt supports my proposal by showing that education is important not only for this generation but the next as well. Better educated parents tend to invest more into their children and are better able to teach them. This gives parents the opportunity to take a break from educating their children and allow the volunteers of the story book tent to promote reading which will help the community both now and in the future.
Humble, S. & Dixon, P. (2017). The effects of schooling, family and poverty on children’s attainment,
potential and confidence. International Journal of Educational Research 83 pg 94-106.
www.elsevier.com/locate/ijedures
This journal excerpt allows me to speak on the lack of time that some military parents my have. The study shows 3 main reasons that poor children struggle educationally. Not that all military parents/families are poor but are for sure spending a lot of time working that could otherwise be spent on dedicating time to the child. It allows me to speak on both my childhood and current situation on what I’d like to provide.
Koutsoftas, A. D. (2016). Writing process products in intermediate-grade children with and without
language-based learning disabilities. Journal of speech, language & hearing research, 59(6), 1471–1483. https://doi-org.ezproxy.umuc.edu/10.1044/2016_JSLHR-L-15-0133
This journal excerpt looks at the study evaluated how intermediate-grade children with and without written language difficulties fared on a writing task housed within the Hayes and Berninger writing process framework. The study was performed in 2014. The primary concern with children having writing difficulties, is that they struggle with stories building and spelling proficiency compared to those who do not and it is believed that reading plays a major factor.
This article will be helpful in providing an analysis of breaking down and proving the importance of reading. It provides data showing the direct correlation of reading, writing and the understanding of the language. I believe that writing a during standardized test is much more of a task if you struggle to read or fail to read often.
Snowling, M. J., Adams, J. W., Bowyer-Crane, C., & Tobin, V. (2000). Levels of literacy among
juvenile offenders: the incidence of specific reading difficulties. Criminal Behaviour &
Mental Health, 10(4), 229. https://doi-org.ezproxy.umuc.edu/10.1002/cbm.362
This journal excerpt again expresses the importance of education and reading. It supports my proposal showing the correlation between lack of education and young offenders. Studies have shown that a way to prevent young offenders and re-offending is through educational interventions. We should be able to prevent the first offense with promoting reading at a young age.
Wanzek, J., Petscher, Y., Otaiba, S. A., Rivas, B. K., Jones, F. G., Kent, S. C., Mehta, P.
(2017). Effects of a yearlong supplemental reading intervention for students with
reading difficulties in fourth grade. Journal of Educational Psychology, 109(8), pg. 1103–
1119. doi-org.ezproxy.umuc.edu/10.1037/edu0000184
This journal entry allows me to diversify my argument that reading is not just important to schooling when it comes to language arts but across all subject content areas. This shows that children need to be proficient at reading to progress in all subjects of school and multicomponent intervention allows children to accelerate reading abilities.
