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Literature Review continued

Resource 6:
Bib.
Information
(APA
Formatting):

Kirby, J. R., Ball, A., Geier, B. K., Parrila, R., & WadeWoolley, L. (2011). The development of reading
interest and its relation to reading ability. Journal Of
Research In Reading, 34(3), 263-280.
doi:10.1111/j.1467-9817.2010.01439.x

Author(s)
Affiliation:

John R. Kirby, Angela Ball and B. Kelly Geier Queens


University, Kingston, Canada
Rauno Parrila University of Alberta, Edmonton,
Canada
Lesly Wade-Woolley Queens University, Kingston,
Canada
scholarly

Type of
Resource:
Summary of
essential
information:

Way in which
this source
influences the
field related to
your inquiry

A study conducted to examine changes in the


development of reading interest and its relationship
with reading ability. The researchers considered four
different facts as predictors for beginning readers:
general cognitive ability, socioeconomic status,
phonological awareness and naming speed. The
participants attended school in Canada and began the
study in kindergarten and continued until third grade;
ranging in upper to middle class to working class
families. Participants were given the Garfield Reading
Interest Survey by McKenna, the Comprehensive Test
of Phonological Processing, and the Rapid Object
Naming subtest from CTOPP. Parents completed a
questionnaire about their SES. Researchers found that
students interest in reading increased slightly from
grades 1 to 2 and then decreased slightly from grades
2 to 3, for both poor and good readers (p. 275).
My participant was given the Garfield Reading Interest
Survey.

Potential
relevance to
your research
topic and
study:

Analyze the participants reading interest with reading


ability and compare results to this study. Predict
reading interest of participant in 6th grade.
Look at K, 1, and 2 logs for notes about reading
behaviors.

Resource 7:
Bib.
Information
(APA
Formatting):

Roberts, M. S., & Wilson, J. D. (2006). Reading


attitudes and instructional methodology: How might
achievement become affected?. Reading
Improvement, 43(2), 64-69.

Author(s)
Affiliation:

Michael S. Roberts, ED.S. Assistant Principal


Carroll County Schools, Carroll County, Georgia
Janell D. Wilson, PH.D. Professor, Department of
Secondary Education, Jacksonville State University
Trade

Type of
Resource:
Summary of
essential
information:
Way in which
this source
influences the
field related to
your inquiry
Potential
relevance to
your research
topic and
study:

Authors review literature related to attitudes of


readers and the instructional methods of teaching
reading. Aim to ask the question, Does our
instructional method teach reading at the expense of
enjoyment? (p. 64)
The review of studies and programs guides my
research and opens doors to research studies
mentioned in this article.
The potential for my participants interest in reading
to decrease.

Resource 8:
Bib.
Information
(APA
Formatting):
Author(s)
Affiliation:
Type of
Resource:
Summary of
essential
information:

Way in which
this source
influences the
field related to
your inquiry
Potential
relevance to
your research
topic and
study:

Bullock, K. (2013). Building a community of readers.


The Reading Teacher 66(8), p. 631
DOI:10.1002/TRTR.1170
Kathryn Bullock
Third-Grade Teacher, Williamsburg Elementary School,
Geneva, Illinois
Popular
This third grade teacher writes about her experience
with engaging her students to read. She recommends
an independent reading center, an area of teacher
recommended books, and spotlight authors. She
quotes, Students are seeing reading as a social
event.
Suggestions for ways to encourage students to read
and enjoy reading.

To reflect on my teaching practices, specifically the


importance of reading for pleasure in my classroom.

Resource 9:
Bib.
Information
(APA
Formatting):
Author(s)
Affiliation:

Weaver, R. (2012). The importance of a best-fit book.


The Reading Teacher 66(4), p. 315
DOI:10.1002/TRTR.01127
Rebecca Weaver former fifth-grade teacher and
current technology director at Durant Road
Elementary in Wake County public school system,

Raleigh, NC
Type of
Resource:
Summary of
essential
information:

Way in which
this source
influences the
field related to
your inquiry
Potential
relevance to
your research
topic and
study:
Resource 10:
Bib.
Information
(APA
Formatting):
Author(s)
Affiliation:
Type of
Resource:
Summary of
essential
information:
Way in which

Popular
A former teacher discusses how to choose a best fit
book on the first day of school and reminds her class
throughout the school year. She quotes, Any book
can have an interesting cover, but not any book can
be a great read. Also stated, If reading based on
interest is motivational, we must teach students who
to pick books strategically. When students learn how
to pick the best fit, they view reading as
sophisticated and informative, and the process of
what they choose to read becomes significant.
To gain students interest, students should be taught
how to choose a book that is appropriate and
engaging for them.
It is important for the teacher to model reading and
show an interest in reading new books. This may be
one reason the participant in my study continues to
read, despite her low ability.

Noltemeyer, A., Joseph, L., & Kunesh, C. (2013).


Effects of supplemental small group phonics
instruction on kindergarteners word recognition
performance. Reading Improvement, 50(3), 121-131.
Amity L. Noltemeyer Miami University
Laurice M. Joseph The Ohio State University
Claire E. Kunesh Miami University
Scholarly
A study examined six kindergarteners and the effects
of supplemental small group flash-card drill and
practice phonics instruction.
To continue researching the short and long term

this source
influences the
field related to
your inquiry
Potential
relevance to
your research
topic and
study:

effects and limitations of small group phonics


instruction.
My participant receives small group phonics
instruction 6 days per cycle. Using my data, I will look
at the short term success for my participant. I will use
this article to help predict long term success for my
participant.

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