Educational Research Writing An Annotated Bibliography

Writing An Annotated Bibliography A. RESTATEMENT The purpose of this capstone applied research is to develop a professional development using survey data to address the problem of teachers' lack of understanding of explicit phonics instruction in a biliteracy classroom. B. ANNOTATED BIBLIOGRAPHY B1. First Source Khalaf, S., Santi, K. L., Kulesz, P. A., Bunta, F., & Francis, D. J. (2019). Bilingual phonological awareness: Construct validation in Grade 1 Spanish-speaking English learners. In D. J. Francis (Ed.), Identification, Classification, and Treatment of Reading and Language Disabilities in Spanish-speaking EL Students. New Directions for Child and Adolescent Development, 166, 79–110. This is a study published by New Directions for Child and Adolescence Development. It is applicable to the proposed capstone because it investigates the dimensionality of bilingual phonological awareness in English and Spanish. The research analyses if children in the K-1 grade level that are learning two languages that have phonological awareness skills transfer cross-linguistically and predict word reading development in both languages. A strength of this source is that it analyses different models of phonological awareness instruction considering the clustering of students into classrooms. The models are: English blending phonemes, English phoneme elision, English segmenting words, Spanish blending phonemes, Spanish phoneme elision, Spanish segmenting words, English letter-word identification, English word attack, Spanish letter-word identification, and Spanish word attack. A weakness of this source is that the data collected was only on students in grades K and 1, and it doesn’t extend to multiple grade levels. Also, this study looked at only data collected at the end of the year phonemic awareness data and reading scores, so it covered a narrow developmental range. B2. Second Source Suárez-Coalla, P., Álvarez-Cañizo, M., & Cuetos, F. (2014). Orthographic learning in Spanish children. Journal of Research in Reading, 39(3), 292–311. https://doi.org/10.1111/1467-9817.12043 This study is published by the Journal of Research in Reading. It is applicable to the proposed capstone because it investigates the importance of the role of previous semantic and phonological knowledge on the formation of orthographic representations in students, which is what this professional development will emphasize while teaching implicit phonics instruction in a bilingual setting. A strength of this source is that it talks about the importance of training in phonological awareness to develop orthographic representations and reading fluency in Spanish. A weakness of this source is that the study concentrates on Spanish language instruction as an isolated language and not in a dual language setting. B3. Third Source Koda, K. (2007). Reading and language learning: Crosslinguistic constraints on Second language reading development. Language Learning, 57, 1–44. https://doi.org/10.1111/0023-8333.101997010-i1 This is a peer-reviewed journal article published by the Department of Modern Languages at Carnegie Mellon University. It is applicable to the proposed capstone because it explains the different theories for reading and language acquisition and synthesizes how linguistic knowledge can contribute to the development of reading in the second language and help to acquire reading subskills within and across languages. A strength of this source is that it is a deep analysis of the reading and language learning process in a dual-language setting. It describes the process of second language development and how language transfer can help to support the development of literacy skills in both languages. A weakness of this source is that it was published in 2007, which might mean the information is outdated. B4. Fourth Source Cárdenas-Hagan Elsa, Carlson, C. D., & Pollard-Durodola, S. D. (2007). The cross-linguistic transfer of early literacy skills: The role of initial L1 and L2 skills and language of instruction. Language, Speech, and Hearing Services in Schools, 38(3), 249–259. https://doi.org/10.1044/0161-1461(2007/026) This is a study published by the Texas Institute for Measurement, Evaluation, and Statistics of the University of Houston, Texas. This study is applicable to the capstone because it examines the effects of initial first and second language proficiencies and the language of instruction a student receives, and the relationship between the native language ability of English language learners and their development of early literacy skills in the second language. A strength of this source is that the findings of this study showed that Spanish-speaking students with high Spanish letter name and sound knowledge tend to show high levels of English letter name and sound knowledge because of the crosslinguistic transfer. A weakness of this study is that this source was published in 2007, making the source results dated. B5. Fifth Source Martínez Martínez, A. M. (2011). Explicit and Differentiated Phonics Instruction as a Tool to Improve Literacy Skills for Children Learning English as a Foreign Language. Gist Education and Learning Research Journal, 25–49. Retrieved from https://files.eric.ed.gov/fulltext/EJ1062615.pdf. This study was published by the Institución Universitaria Columbo Americana UNCA and Gist Education and Learning Research Journal. This study is applicable to the capstone because it researches the effectiveness of explicit, systematic phonics instruction for students that are learning English as a foreign language, taking into account that students that already have reading and writing skills in their native language can transfer these skills when learning to read and write in the second language. A strength of this source is that the findings of this study showed that explicit and differentiated phonics instruction had a positive effect on English learners' students. A weakness of this study is that the data collected in this study comes from a bilingual private school in Bogota, Colombia. All the students' mother thong is Spanish and have been learning English from preschool to 1st grade when the study was made. Making the literacy levels in both languages very similar, compared with the US school system, where the variability of reading skills level in English/Spanish and language knowledge can vary. C. COMMON RESEARCH THEMES D. Identify two common research themes from the five sources you identified in part B that align with the proposed capstone research purpose restated in part A. A common theme that the five resources align with the proposed capstone research is the importance of implicit phonics instruction and how it has positive effects for both native and second language learners. Another common theme that the five resources align with the proposed capstone research is they analyzed the crosslinguistic connections that students can make while learning to read in English or/and Spanish and how the previous knowledge of any of the two languages can help to support the reading proficiency in the second language that is being learned. C1. Summary of Common Themes The common themes from these sources are the importance of implicit phonics instruction and how teaching phonological awareness will help to develop orthographic representations and reading fluency both in English and Spanish. The articles also discuss the use of crosslinguistic opportunities for students to transfer what they already know in their first language to develop their reading skills in the second language being learned.