Preliminary Literature Review

RESOURCE 1:
Bib.
Information
(APA
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Author(s)
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Summary of
essential
information:

Samuels, C.A., & Sparks, S.D. (2015) Stairsteps to

reading proficiency. Education Week, 34(16), 24-26.

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

Third grade reading proficiency is indicative for further

reading difficulties and increased drop-out rate. RTII is
a process that catches reading concerns early and
uses interventions to bridge the gap.

Education Week writer

Trade
This article reports on reading deficiencies in the US
and the ways states and schools are preventing
reading problems through early education
identification. The writer indicates possible solutions,
including the use of researched-based programs,
retention for those who perform below proficient on
standardized testing, and professional development
trainings. The disadvantages of being below proficient
in reading is discussed and the importance of being
literate by third grade.

Relate information about reading expectations for

third graders to my classroom.
Pottstown School Districts value on early childhood
programs- PEAK and Family Literacy Nights.

RESOURCE 2:
Bib.
Information
(APA

Wanzek, J., Al Otaiba, S., & Petscher, Y. (2014). Oral

reading fluency development for children with
emotional disturbance or learning disabilities.

Formatting):
Author(s)
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essential
information:

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

Exceptional Children, 80(2), 187-204.

Wanzek-Florida State University; Al Otaiba- Southern
Methodist University; Yaacov Petscher- Florida State
University
Scholarly- large scale study
Second and third graders with emotional
disturbances (ED=2,146 students) or learning
disabilities (LD=10,339 students) are compared to the
oral reading fluency development of their general
education peers (185,367 students). Also investigated
is reading growth by gender for ED and LD.
Link between reading disabilities for students with
emotional disturbance and learning disabilities
compared to regular education students.

Many students at my school are categorized with LD

or ED and expected to make the same progress as
regular education students.
The participant in my research is categorized under
the regular education population, but may be tested
for special education in the future.
This study used Oral Reading Fluency data from
schools using the Dynamic Indicators of Early Literacy
Skills (DIBELS); DIBELS is one form of data collection
for my research.

RESOURCE 3:
Bib.
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(APA
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Summary of

Stinnett, M. (2014). Research in reading. Illinois

Reading Council Journal, 42(3), 65-69.

Melissa Stinnet- Associate Professor of Reading at

Western Illinois University
Trade- A 2013 study on first graders is discussed.
Review of the history of low-income and high-income

essential
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influences the
field related to
your inquiry
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relevance to
your research
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study:

students. Compare US tests with international tests,

including race.
My school qualifies 100% free lunch. Students in my
school may have less literacy experiences as those in
higher SES schools.

Effect of poverty on DIBELS and overall reading

achievement.

RESOURCE 4:
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(APA
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influences the
field related to

Munger, K.A., LoFaro, S.A., Kawryga, E.A., Sovocool,

E.A., & Medina, S.Y. (2014). Does the Dynamic
Indicators of Basic Early Literacy Skills Next
assessment take a simple view of reading?.
Educational Assessment, 19(3), 204-228. DOI:
10.1080/10627197.2014.934609
Kristen A. Munger, Stephen A. LoFaro, Erin A. Kawryga,
Elizabeth A. Sovocool, and Siani Y. Medina
State University of New York at Oswego
Scholarly
Third and fifth grades DIBELS Next data is analyzed
as valid practice according to the Response to
Intervention process. Each component for third and
fifth grades is reviewed. Participants included 85 third
and fifth graders from schools with a population of
95% white and 20% free-reduced lunch.
Also analyzed are the Peabody Picture Vocabulary
Test-IV and NYSELA
The use of DIBELS Next for teacher evaluation (SLO).
The use of DIBELS Next as an indicator for overall
reading growth for one school year.

your inquiry
Potential
relevance to
your research
topic and
study:

Is DIBELS Next an effective measurement for reading

achievement for my low-income school?

RESOURCE 5:
Bib.
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(APA
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Affiliation:

Type of
Resource:
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essential
information:

Blachman, B., Flectcher, J., & Munger, K.,

Schatschneider, C., Murray, M., & Vaughn, M.(2014).
Intensive reading remediation in grade 2 or 3: Are
there effects a decade later? Journal of Educational
Psychology, 106(1), 46-57. DOI: 10.1037/a0033663
Benita A. Blachman- Syracuse University, Jack M.
Fletcher- University of Houston. Kristen A. MungerSyracuse University, Christopher Schatschneider
Florida State University, Maria Murry-State University
of New York at Oswego, and Michael G. Vaughn-St.
Louis University.
Scholarly
Many longitudinal studies measure reading
remediation effect on students reading achievement
over 1-2 years after intervention instruction. This
study acknowledges the challenges an adult faces
who struggled with reading in school, including a
higher drop-out rate, behavior and emotional
difficulties, and a higher level of violence and
substance abuse. A follow-up study is conducted from
Blachmans study in 2004 in which a random group of
second and third graders received 8 months of explicit
reading instruction. Of the original 69 participants, the
follow-up study included 58 participants. Findings
include a moderate to small effect size advantage on
reading and spelling more than a decade after the
interventions took place and that students require on-

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

Potential
relevance to
your research
topic and
study:

going explicit reading instruction early on.

The student study process at Franklin Elementary
includes an initial meeting to develop a specific
phonics skill goal. The student receives 3 + days of
one-on-one instruction for 6 weeks, then the goal is
adjusted or subsequent steps are taken. Some
students will remain in process for several school
years.
To predict the long effects of reading interventions for
the participant in my research.
Possibly review previous years reading interventions
for other students. (My participant did not have SST
data.)