Annotated Bibliographies
Here are the first three Galvan chapters: Galvan-Ch1-3
EDUC-670
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Annotated Bibliographies
Here are the first three Galvan chapters: Galvan-Ch1-3
Please post your annotated bibliographies here.
The link to my annotated bibliography:
https://docs.google.com/document/d/1W3GGQczrLp_DzyP-qcNlZnUYynIWz0uBFJoERs9Zd9U/edit?usp=sharing
Wendy Larson
Summer 2025
Reading 670
Annotated Bibliography
My research topic is: How does targeted fluency instruction impact the spelling accuracy of struggling readers.
Blevins, Wiley. “Playing With Sounds.” Instructor [1990], vol. 109, no. 6, Mar. 2000, p. 16. Gale OneFile: High School Edition, link.gale.com/apps/doc/A60301960/STOM?u=salkeiz&sid=bookmark-STOM&xid=4db9f735. Accessed 15 June 2025.
This is a short article aimed at giving teachers in the early grades tools for how to build phonemic awareness in early readers. It explains the difference between phonics, phonemic awareness, and gives a breakdown of onset and rime and how to segment them when teaching phonemics. I chose this article because it relates to both spelling and fluency because students who don’t have solid foundational skills are those who later struggle with spelling and fluency and I hope to look at that in my research. I am also a big fan of Wiley Blevins and wanted to include something he wrote so that I can remember to look at what he has to say on a variety of subjects related to literacy as I conduct my research. Limitations would be that it is more of a reference for background information than it is something I will use as a core source for developing my topic.
Fraga González, Gorka, et al. “A Randomized Controlled Trial on The Beneficial Effects of Training Letter-Speech Sound Integration on Reading Fluency in Children with Dyslexia.” PLoS ONE, vol. 10, no. 12, 2 Dec. 2015. dx.doi.org/10.1371/journal.pone.0143914.
This article outlines the results of a study involving preliterate
children. The goal was to gather data about the relationship
between phonemic awareness and future reading ability. The
children were broken into groups and given tasks that focused on
either phonemic awareness, letter awareness or a control task.
Reduced letter Sound integration is the root cause of Dyslexia. The
results of the
study showed that, while remediation in the form of phonemic
awareness and decoding skills can be achieved with targeted
instruction to the extent that these children can perform on par with
peers, these readers still lack fluency. This article is useful for my
project because I intent to study fluency as a targeted skill as it
relates to spelling ability and I am gathering data that correlates
with what does and doesn’t support fluency acquisition. This source
has limitations in that it does not address spelling ability specifically.
Graham, Steve, et al. “Writing characteristics of students with learning disabilities and typically achieving peers: a meta-analysis.” Exceptional Children, vol. 83, no. 2, Jan. 2017, pp. 199+. Gale OneFile: High School Edition, dx.doi.org/10.1177/0014402916664070. Accessed 15 June 2025.
This article begins with a few paragraphs all about the importance of handwriting in overall literacy. It discusses the ways in which both mastery and practice of handwriting contribute to as well as reinforce student learning. The complexities of handwriting are discussed in a way that draws attention to the fact that it is in fact a skill that is quite complex. For students with learning difficulties, all aspects of handwriting from fine motor skills to planning and executing what it is a person plans to write is often quite challenging. The article then goes on to spotlight what it is that good writers do well. The remainder of it is the details of several studies that were conducted using a group of students with learning difficulties and a group of typically achieving students and comparing them by various sets of criteria. Study outcomes are discussed but no conclusions are drawn. I think this article will help me with my research because handwriting is an important component in overall fluency and Handwriting ability and skill are important for legible spelling. The limitations of this article
are that it’s not that directly connected to my topic but I do feel that I will be able to use
some of the content.
Kim, Young-Suk. “Crucial CONNECTIONS: Harnessing spelling data for precise evaluation of students’ word reading difficulty.” Literacy Today, vol. 41, no. 4, Apr.-June 2024, pp. 18+. link.gale.com/apps/doc/A792519859/STOM?u=salkeiz&sid=bookmark-STOM&xid=6604ba8b. Accessed 12 June 2025.
This article is about the importance of collecting, evaluating, and utilizing spelling data when designing instruction. The author’s advocate looking at both spelling patterns and errors as criteria for determining spelling skill and developing targeted instruction. Spelling patterns are often overlooked when analyzing student data with regard to literacy issues and the perspective of the authors is that spelling data is an important piece of information that should not be overlooked. This article is useful for my project because spelling is a primary focus and it contains a lot of valuable information regarding my topic. I don’t see any negatives with this particular article.
Pikulski, John J., and David J. Chard. “Fluency: bridge between decoding and reading comprehension: as part of a developmental process of building decoding skills, fluency can form a bridge to reading comprehension.” The Reading Teacher, vol. 58, no. 6, Mar. 2005, pp. 510+. Gale OneFilelink.gale.com/apps/doc/A130724805/STOM?u=salkeiz sid=bookmark-STOM&xid=
9f7332d4.
This article discusses the fact that fluency is critical to both comprehension and spelling but that it is a long overlooked component of overall fluency. It discussed that, in order to teach fluency a teacher must adopt either a surface or deep view of fluency and teach to that model. A surface construct of fluency builds on an oral reading definition and views the direct treatment of accuracy, speed, and prosody of oral reading as the focus of fluency. In contrast, a deep construct views fluency far more broadly as part of a developmental process of building decoding skills that will form a bridge to reading comprehension and that will have a reciprocal, but not critical relationship with reading comprehension. In this model, fluency is always building as soon as a child begins to engage with language and especially as they learn to read.
Treiman, R., Hulslander, J., Willcutt, E.G. et al. On the relationship between word reading ability and spelling ability. Read Writ (2024). https://doi.org/10.1007/s11145-024-10566-z
This article was about a study consisting of just over 1000 children
examining the relationship between word reading and spelling
ability. The overall goal of the study was to test theories about
which aspects of reading and spelling ability are latent in typical
children and which ones need to be explicitly taught. Participants
were children ranging from 8 to 17 years, and the study looked at
two measures of each skill to reduce measurement error. The
models also included five skills that have been theorized to relate
differentially to reading and spelling: phonemic awareness,
working memory, rapid automatized naming, arithmetic, and
vocabulary. The article consisted of the study details, followed by
a synopsis of data collection then study results. I think data from
This study could be used for my project. It was very thorough and
comprehensive so I don’t see any issues with this article.
“New IRA book assembles research perspectives on fluency.” Reading Today, vol. 23, no. 5, Apr.-May 2006, p. 35. Gale In Context: High School, link.gale.com/apps/doc/A145064909/SUIC?u=adel&sid=bookmark-SUIC&xid=3b6fc505. Accessed 15 June 2025.This article is a comprehensive review of a book I will be using in my research. It contains a lot of articles, data, and information related to fluency that I think will well support my research.
Richlan F. (2019). The Functional Neuroanatomy of Letter-Speech Sound Integration and Its Relation to Brain Abnormalities in Developmental Dyslexia. Frontiers in human neuroscience, 13, 21. https://doi.org/10.3389/fnhum.2019.00021
This article is an overview of the complex brain systems
that are associated with developmental dyslexia and also letter-speech
sound integration.A comprehensive overview of brain regions involved in
this process is discussed in depth. Neurocognitive studies investigating
letter and speech sound i integration in both normal and abnormal reading
development are taken into account.There is also a comparison between
dyslexic and typical brain anatomy to further illustrate these differences. I
saved this article because there is some brain anatomy component
s involved with spelling and fluency that I hope to use some of this
information for comparison.
Valtin, Renate, and Ingrid M. Naegele. “Correcting reading and spelling difficulties: A balanced model for remedial education.” The Reading Teacher, vol. 55, no. 1, Sept. 2001, p. 36. link.gale.com/apps/doc/A78825062/STOM?u=salkeiz&sid=bookmark-STOM&xid=79ca2cef. Accessed 15 June 2025.
This article focuses on the German model of addressing reading and spelling deficits
in elementary aged children. Their perspective is that these should be referred to as
reading problems or spelling problems because they value the importance of
protecting the child’s self esteem and they feel that the label of dyslexia makes the
child feel as though there is something wrong with them as opposed to them having
a problem that is solvable. The article outlines the six most common spelling
Problems seen in German primary grade students who struggle with reading and
spelling and models for remediation. This article is useful because it aligns with my
own personal feelings about literacy work with students. Research and policy in the
US does not focus on self esteem and mental health but it is my motivation for
working in this field. I think addressing issues and helping kids to see themselves
as capable of reading and spelling well with hard work and practice is absolutely
critical. I intend to integrate components of this into my project. Limitations of this
article are that it has a narrow focus and suggests remediation for spelling deficits
but not overall research into fluency.
Zygouris, Nikolaos C., et al. “The Implementation of the Askisi-SD Neuropsychological Web-Based Screener: A Battery of Tasks for Screening Cognitive and Spelling Deficits of Children.” Education Sciences, vol. 15, no. 4, Apr. 2025. Gale Academic OneFile, dx.doi.org.pacificu.idm.oclc.org/10.3390/educsci15040452. Accessed 13 June 2025.
This article was written with the purpose of educating the reader about this screener. How it is conducted, criteria, and examples of implementation are all components of the article. I hope to use data from this assessment for my action research project, so this will be a helpful resource.
I left early 6/9 but I believe we need to post a synthesis of our articles here.
As I scroll through the articles for my action research project, a clear message emerges: traditional science fairs just aren’t working for all of our students and maybe never have.
What isn’t surprising was how many of the articles pointed to equity gaps in the traditional format. Craven & Hogan and Branchaw et al. both highlight how competition-heavy fairs tend to reward students with access to time, resources, and support—usually from home. That lines up with what I see in my own classroom: the projects that win often reflect who has outside resources.
Then came the hopeful part, almost every article offered a path forward. Some, like Russell & McGuire and Thompson et al., focused on what we can do in the classroom—like building in scaffolds, assigning competence, and embedding fair prep into instruction. Others, like Montgomery et al. and Theobald et al., pushed me to consider how we define “success” in science. What if instead of looking for polished final products, we looked for evidence of persistence, collaboration, or identity development?
The theme, belonging and identity, came up again and again. Articles by McGee, Syed, and the Society for Science blog showed that students engage deeply in STEM when they see themselves in it. This means giving students room to explore personal, community, or culturally relevant questions, and building support structures like mentoring along the way.
I’m still deciding whether to focus on scaffolding the existing science fair format more intentionally in my classroom, reimagining the whole thing, or more than likely approaching it from both sides while focusing on just one aspect for this TIP. What’s clear is that the focus needs to shift from showcasing perfection to celebrating growth, curiosity, and connection.
My annotated bibliography’s link is: https://docs.google.com/document/d/12NdTOrxDkT3kUNIBLA_1mLC6VKkHTdz_DQUh3nK8R0E/edit?usp=sharing