Literacy Programs:

An Annotated Bibliography

Tiffany Chow

INFO 522: Information Access & Resources

Drexel University

June 8, 2012

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Introduction and Scope

The following annotated bibliography covers information on literacy programs and the

benefits that each type of literacy program may have on both children and adults. Most

articles discuss the overall effect of literacy programs in certain demographics and almost all

of the articles discuss the need of conducting more research on literacy programs. One meta-

analysis is added in the bibliography in order to show an overall generalization of research

done in this field.

Although this bibliography covers all sorts of literacy programs, it concentrates on

literacy programs geared toward younger children. This is extremely important because

libraries are in need of research pertaining to literacy programs in order to make decisions

and plan for the future. That is, if reading programs are in fact beneficial to a children’s

learning, then they should continue to exist. However, if summer reading programs are not

very beneficial, then the money used for such programs can be used for other programs that

will allow academic achievement. It is important that libraries create a program that will

show the public that libraries can help foster a child’s learning. All articles were published

between the years of 1992 and 2011.

Description

Reading programs, or literacy programs, were created with the belief that they would allow

one to improve their reading levels and language skills (Rodrigo, Greenberg, Burke, Hall, Berry,

Brinck, Joseph & Oby, 2007, p. 1). These literacy programs have been receiving a lot of

attention in the past thirty years in regards to whether the statement that reading programs do in

fact improve reading levels is accurate (Lu, 2009, p. 1). Reading and literacy programs are

usually researched by conducting pretests and post-tests on individuals in order to determine

whether or not literacy skills improved and studies have been done on both children and adults

(Kim & White, 2008, p. 2). The tests that are conducted are usually coupled with a multitude of

different variables that may affect one’s skills (i.e. reading out loud, reading with a parent,

amount of books read) (Lu & Gordon, 2007). These studies wish to determine which variable is

best suited to increase reading skills when conducting reading programs.

Summary of Findings

National data from the United States has shown that about 40% of fourth graders cannot

read fluently. Therefore, many schools and libraries have put a lot of effort in creating

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reading or literacy programs in order to improve literacy scores in our nation (Begeny,

Laugle, Krouse, Lynn, Tayrose & Stage, 2010).

Many literacy programs have been created in order to try and increase fluency. The

Helping Early Literacy with Practice Strategies (HELP) Program was created in one study

and results found that students who participated in the program had significantly higher

reading scores than students who were in the control group (Begeny, Laugle, Krouse, Lynn,

Tayrose & Stage, 2010). In addition, Scholastic, Inc. has created the READ 180 Enterprise

intervention, which is a reading program geared towards elementary through high school

students. One research study showed that students who were below the reading proficiency

level and participated in the program later scored higher in vocabulary and reading. In fact,

they even outperformed students in the control group who were not participants of the

program (Fitzgerald, Capotosto, Hartry & Kim, 2011). Some studies are beginning to gear

themselves towards a younger crowd in hopes to close the literacy gap at a young age. The

Kindergarten Early Literacy Tutoring (KELT) Program was created for 5 year old students

who were most at-risk for low literacy skills. Post-test data showed that children in the

KELT program outperformed students who were in the control group (i.e. not deemed at-

risk) in oral language and literacy skills (MacDonald & Figueredo, 2010). The Big Read, an

initiative by the National Education Association, found that students who spend time reading

are more likely to succeed in college. The article also explains strategies to increase reading

in individuals (Mahaffy, 2009).

One of the most well-known articles in the field discusses whether public library summer

reading programs are able to improve a child’s reading ability dramatically enough to “close

the achievement gap.” The study found that students who participated in this reading

program had higher reading scores by the next Spring (Roman & Fiore, 2010). The biggest

limitation of this study was that it started off with 500 participants but slowly dwindled down

to 367 participants by the end of the study. Subsequently, an article was released that

criticized The Dominican Study. One researcher explains that the gradual loss of so many

participants made the research invalid (Lyons, 2011).

A study conducted by Kim & White (2011), found that a summer reading program

worked best in low-income elementary children when combined with continuous support

from teachers and parents (Kim & White, 2011). A similar study conducted in a low

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socioeconomic community found that a summer reading intervention increased standardized

reading scores in elementary school students. This study consisted of sending books to

children during their summer break and having them independently read them at home (Kim,

2006). One study found that children in second grade scored better after being in a literacy

program that was based at school or that was based at school and at home. Although scores

in attitudes toward reading and literacy achievement increased, standardized testing scores

remained the same (Morrow, 1992). This study shows that although reading programs affect

some aspects of literacy, it should not be assumed that everything related to literacy will

improve. In a similar study, it was found that reading programs that were connected to home

seemed to improve children’s motivation and reading achievement. That is, post-test results

showed that children who were a part of a reading program that involved their parents d an

increase in reading achievement and also had a higher interest in reading (Morrow & Young,

1997). Perhaps the study with the best results showed that students who are in an extremely

extensive and long-term reading program show the best results in regards to improvement in

literacy. In a two year study, third graders who were in a long-term reading program showed

higher scores in fluency and were able to be on-task when given reading assignments rather

than students who were in the control group. However, in terms of reading comprehension,

there was no significant difference (Schwanenflugel, Kuhn, Morris, Morrow, Meisinger,

Woo, Quirk, & Sevcik, 2009). The study concludes by explaining that long-term literacy

programs must be further developed and researched.

In high school students, it was found that students needed to be extremely self-motivated

and involved in the literacy program in order to improve their scores. This was determined

after having students self-assess themselves after participating in the summer reading

program and after conducting teacher interviews (Lu, 2009). This study hints that having

self-motivated students select their own reading material may play a huge factor in increased

reading levels (Lu, 2009). In a similar study, results showed that the effect of having a high

school student pick their own reading material could play an attribute to their “cognitive,

psychological, and social learning” (Lu & Gordon, 2008, p. 44). In a different study geared

towards high school students, it was found that technology could play a huge part in

improving literacy. The data collected found that all participating students enjoyed a web-

based summer reading program. Although literacy scores were not tested in this study, the

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authors explain that we-based reading programs may play an important role in future studies

because of the satisfaction levels it obtained from students (Lu & Gordon, 2007).

There has not been a lot of research conducted on literacy programs for adults. However,

one study found that literacy programs tend to be beneficial for adults in that participants

who did not read before the program (i.e. had never finished reading a book) read many

books during and after the program. It was concluded that books with appealing topics

should be used in the literacy programs rather than those specifically written to improve

literacy (Rodrigo, Greenberg, Burke, Hall, Berry, Brinck & Oby).

Although most studies have shown that literacy programs can help reading achievement,

some articles show that this is not always the case. In one study, students who read the most

did not have a significant difference in reading scores (Kim, 2007). A study conducted in a

low-income area with predominately Latino children showed that students who reported

reading the most books did not have a significant change in reading ability, reading

comprehension, or vocabulary (Kim & Guryan, 2010). These studies show that although

most of the literature shows that literacy programs are extremely beneficial, there are some

cases in which this is not always true. Research must be continuously done in order to

determine ways in which reading achievement can be enhanced in reading programs.

Although most of the research tends to agree that literacy programs have an affect on

reading score levels, it is important to note that these are all correlational studies. That is,

although there are correlations between the two factors, one should not assume that one

factor causes the other (i.e. literacy programs do not cause higher reading scores). All of the

articles agree that more research must be conducted in order to confirm that literacy

programs are helpful and can increase reading skills. In addition, a meta-analysis which

analyzed 30 studies also concluded that more research must be done in order to further

determine what types of programs are the most effective (Kurvers, McElvany, Herppich &

van Steensel, 2011). The amount of research related to literacy programs has greatly

increased in the last 30 years and there is still a lot that must be covered.

Bibliography

Entry 1

Begeny, J., Laugle, K., Krouse, H., Lynn, A., Tayrose, M., & Stage, S. (2010). A control-group

comparison of two reading fluency programs: The helping early literacy with practice

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strategies (HELPS) program and the great leaps K-2 reading program. School Psychology

Review, 39(1), 137-155.

Abstract: “Reading fluency is a critical component of effective reading instruction for students

of early elementary age. However, national data suggest that 40% of U.S. fourth-grade students

are nonfluent readers. Implementing evidence-based, time-efficient, and procedurally

standardized instructional strategies may help address this problem. This study evaluates the

efficacy of two such programs designed to supplement a core reading curriculum for all

emerging readers: the Great Leaps K-2 Reading Program, which is currently used in schools

throughout the United States, and the Helping Early Literacy With Practice Strategies (HELPS)

Program, which was developed for the purposes of this study. Each program was implemented

with second grade participants, and each program was evaluated against a wait-list control group.

Results indicated that students receiving the HELPS Program scored significantly better than

students in the control group across several measures of early reading, with effect sizes ranging

from medium to large. No other statistically significant differences were found. Implications of

these findings are discussed in terms of increasing the use of evidence based reading practices in

schools.”

Annotation: This article is interesting in that the study was conducted in the middle of the

school year rather than at the beginning of the school year or during the summer, like most of the

other studies are done. In addition, students not in the control group worked with a tutor one-on-

one which may have played a big factor in their score improvements.

Search Strategy: I decided to do a keyword search on Web of Knowledge because I was having

trouble searching for articles on the other databases that were geared towards library sciences.

Since I was barely starting my search on this database, I thought a keyword search would be

best.

Database: Web of Knowledge

Method of Searching: Keyword Searching

Search String: literacy program* OR reading program*

Scholarly Status: According to Ulrich’s International Periodicals Directory, this journal is a

peer-reviewed journal.

Entry 2

Fitzgerald, R., Capotosto, L., Hartry, A., & Kim, J. S. (2011). Can a mixed-method literacy

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intervention improve the reading achievement of low-performing elementary school students

in an after-school program?: Results from a randomized controlled trial of READ 180

enterprise. Educational Evaluation and Policy Analysis, 33(2), 183-201.

Abstract: “The authors describe an independent evaluation of the READ 180 Enterprise

intervention designed by Scholastic, Inc. Despite widespread use of the program with upper

elementary through high school students, there is limited empirical evidence to support its

effectiveness. In this randomized controlled trial involving 312 students enrolled in an after-

school program, the authors generated intention-to-treat and treatment-on-the treated estimates of

the program’s impact on several literacy outcomes of fourth, fifth, and sixth graders reading

below proficiency on a state assessment at baseline. READ 180 Enterprise students

outperformed control group students on vocabulary (d = .23) and reading comprehension (d =

.32) but not on spelling and oral reading fluency. The authors interpret the findings in light of

the theory of instruction underpinning the READ 180 Enterprise intervention.”

Annotation: This article is unique from other articles because implications of low literacy levels

are discussed heavily. In addition, the percentages of attendance for all participants were

observed when concluding the results. Tables with literacy outcomes for different ethnic

backgrounds and socioeconomic status are also provided.

Search Strategy: I used ERIC because it is a reliable database with a lot of information

pertaining to library sciences. I did an author search because other articles that I looked through

seem to all reference at least one of his articles.

Database: ERIC [Dialog]

Method of Searching: Author Search

Search String: expand au= kim, j.

Scholarly Status: As stated before in another article that is found in the same journal, this

journal is peer-reviewed.

Entry 3

Kim, J., & White, T. (2008). Scaffolding voluntary summer reading for children in grades 3 to 5:

An experimental study. Scientific Studies of Reading, 12(1), 1-23.

Abstract: “The effects of a voluntary summer reading intervention with teacher and parent

scaffolding were investigated in an experimental study. A total of 24 teachers and 400 children in

Grades 3, 4, and 5 were randomly assigned to one of four experimental conditions: control,

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books only, books with oral reading scaffolding, and books with oral reading and comprehension

scaffolding. Books were matched to children's reading levels and interests. Children were pre-

and posttested on measures of oral reading fluency (DIBELS) and silent reading ability (Iowa

Test of Basic Skills [ITBS]). Results showed that children in the books with oral reading and

comprehension scaffolding condition scored significantly higher on the ITBS posttest than

children in the control condition. In addition, children in the two scaffolding conditions

combined scored higher on the ITBS posttest than children in the control and books only

conditions combined. Practical implications for summer voluntary reading interventions are

discussed.”

Annotation: This article is interesting because it tested student’s reading levels before and after

a reading program in order to ensure their study is valid and reliable. There is not much

literature on pretesting and post-testing which makes this research invaluable. It is unique in

that it offers a variety of tables of results that show reading scores for each experimental

condition before and after the program.

Search Strategy: I read through “The efficacy of a voluntary summer book reading intervention

for low-income latino children from language minority families” written by Kim & Guryan and

decided it would be helpful to check their references. I found this reference and looked it up in

Drexel’s online catalog. I was able to get the article through ProQuest.

Database: N/A

Method of Searching: Footnote Chasing

Search String: Referenced in: Kim, J. S., & Guryan, J. (2010). The efficacy of a voluntary

summer book reading intervention for low-income latino children from language minority

families. Journal of Educational Psychology, 102(1), 20-31.

Scholarly Status: According to Ulrich’s International Periodicals Directory, Scientific Studies

of Reading is an academic journal.

Entry 4

Kim, J., & White, T. (2011). Solving the problem of summer reading loss. Phi Delta Kappan,

92(7), 64-67.

Abstract: “A 2008 experiment suggests that a summer books program, when combined with

teacher scaffolding lessons and parent support, can significantly improve the reading

achievement of low-income children. However, just giving student books to read did not

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improve achievement. By having teachers provide end-of-year lessons in reading comprehension

and fluency and by encouraging parents to support their children's summer reading, schools can

build effective and cost-efficient summer reading programs.”

Annotation: This article is unique in that the authors discuss reasons why summer reading

programs are more effective than summer school programs. Discussion also leads to the belief

that reading out loud can make summer reading programs even more effective than they already

are. Discussion and evidence regarding other ways to improve literacy during the summer are

also provided. Kim is a highly acclaimed researcher in the field who currently teachers at the

Harvard Graduate school of Education.

Search Strategy: I decided to do an author search on ERIC in order to find more articles that

Kim has written because he was being cited in a lot of other articles I was reading.

Database: ERIC [Dialog]

Method of Searching: Author Search

Search String: expand au= kim, j

Scholarly Status: Phi Delta Kappan is a peer-reviewed journal, according to Ulrich’s

International Periodicals Directory.

Entry 5

Kim, J. S. (2006). Effects of a voluntary summer reading intervention on reading achievement:

Results from a randomized field trial. Educational Evaluation and Policy Analysis, 28(4),

335-355.

Abstract: “The effects of a voluntary summer reading intervention were assessed in a

randomized field trial involving 532 students in 10 schools. In this study, fourth grade children

received eight books to read during their summer vacation and were encouraged by their teachers

to practice oral reading at home with a family member to use comprehension strategies during

independent, silent reading. Reading lessons occurred during the last month of school in June,

and eight books were mailed to students biweekly during July and August. The estimated

treatment effects on a standardized test of reading achievement (Iowa Test of Basic Skills) were

largest for Black students (ES = .22), Latino students (ES=.14), less fluent readers (ES=.17), and

students who reported owning fewer than 50 children’s books (ES = .13). The main findings

suggest that a voluntary summer reading intervention may represent a scalable policy for

improving reading achievement among lower performing students.”

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Annotation: Kim, a well-known researcher in the field, suggests that minorities and students of

low-income families benefit the most from voluntary summer reading interventions. However,

this study was conducted at 10 schools in the same school district, which is believed to be a

limitation to the study. The article should be seen more as correlational study rather than a

causation study.

Search Strategy: Since Kim is a well-known author in this field, I decided to search for other

articles he may have written on the subject.

Database: ERIC [Dialog]

Method of Searching: Author Search

Search String: expand au=Kim, J.

Scholarly Status: I looked up the article on Ulrich’s International Periodicals Directory and

discovered that the journal is a peer-reviewed scholarly journal.

Entry 6

Kim, J. S. (2007). The effects of a voluntary summer reading intervention on reading activities

and reading achievement. Journal of Educational Psychology, 99(3), 505-515.

Abstract: “The casual effects of a voluntary summer reading intervention on children’s reading

activities and reading achievement were assessed in a randomized experiment involving 331

children in Grades 1-5. Children were pretested in the spring on a standardized test of reading

achievement (Stanford Achievement Test, 10th

ed.), on the Elementary Reading Attitudes

Survey, and on a reading preference survey. At the end of the school year, children were

stratified by their grade level and classroom and were randomly assigned to receive 10 books

matched to their reading levels and preferences during summer vacation or after the

administration of posttests. Children in the treatment group received books through airmail in

July and August. In September, children were readministered the reading test and completed a

survey of their summer reading activities. Although the treatment group reported reading more

books and participating in more literacy activities than did the control group, there was no

significant difference in reading achievement. Recommendations for enhancing the effects of

voluntary reading through teacher-directed instruction and for conducting a replication study are

discussed.”

Annotation: This article focuses on reading levels based on the children’s social status. Social

status was determined by the price each student paid for lunch (i.e. free or paid). Although this

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is a unique way to determine reading levels in low-income children, it seems that the evidence is

not well supported. A total of 6 tables are presented to show results.

Search Strategy: I selected Web of Knowledge because I was having trouble looking for articles

in the databases that were geared towards library science. I thought that perhaps Web of

Knowledge would search more databases that I was not looking at.

Database: Web of Knowledge

Method of Searching: Keyword Searching

Search String: literacy program* OR reading program*

Scholarly Status: Ulrich’s International Periodicals Directory lists the journal as an academic

journal that is peer-reviwed.

Entry 7

Kim, J. S., & Guryan, J. (2010). The efficacy of a voluntary summer book reading intervention

for low-income latino children from language minority families. Journal of Educational

Psychology, 102(1), 20-31.

Abstract: “The effects of a voluntary summer reading intervention with and without a parent

training component were evaluated with a sample of low-income Latino children from language

minority families. During the last month of 4th

grade, 370 children were pretested on a measure

of reading comprehension and vocabulary and were randomly assigned to (a) a treatment group

in which children received 10 self-selected books during summer vacation, (b) a family literacy

group in which children received 10 self-selected books and were invited with their parents to

attend 3 summer literacy events (2 hr in length), and (c) a control group. Although children in

the treatment group and the family literacy group reported reading more books than the control

group, there was no significant effect on reading comprehension and vocabulary.

Recommendations for improving the efficacy of the intervention are discussed, including efforts

to improve the match between reader ability and the readability of texts and the instructional

goals of the family literacy events.”

Annotation: This article is unique in that it offers 8 tables that clearly show the statistics and

results of the study. This study offers reliable research in understanding the effects of reading

interventions in low-income Latino children who speak English as a second language and the

researchers offer a detailed procedure section.

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Search Strategy: After finding an article by Ya-Ling Lu entitled, “Engaging students with

summer reading: An assessment of a collaborative high school summer reading program,” I

clicked on a link that said “documents with shared references. Although there were many

articles, I felt that I would be able to find helpful articles. I chose ProQuest because I feel that it

searches a great number of databases that could reach the subject of literacy programs.

Database: ProQuest

Method of Searching: Browsing

Search String: None

Scholarly Status: I checked Ulrich’s International Periodicals Directory and found that the

Journal of Educational Psychology is a scholarly journal.

Entry 8

Kurvers, J., McElvany, N., Herppich, S., & van Steensel, R. (2011). How effective are family

literacy programs? Results of a meta-analysis. Review of Educational Research, 81(1), 69-96.

Abstract: “This meta-analysis examines the effects of family literacy programs on children’s

literacy development. It analyzes the result of 30 recent effect studies (1990-2010), covering 47

samples, and distinguishes between effects in two domains: comprehension-related skills and

code-related skills. A small but significant mean effect emerged (d = 0.18). There was only a

minor difference between comprehension- and code-related effect measures (d = 0.22 vs. d –

0.17). Moderator analyses revealed no statistically significant effects of the program, sample,

and study characteristics inferred from the reviewed publications. The results highlight the need

for further research into how programs are carried out by parents and children, how program

activities are incorporated into existing family literacy practices, and how program contents are

transferred to parents.”

Annotation: This article is unique in that it is a meta-analysis, which examines a numerous

amount of articles on the topic of family literacy programs. There are not many meta-analysis on

this topic, which makes it invaluable because it generalizes and shows the overall effectiveness

of this certain type of literacy programs. Many similarities and differences between the studies

were found and discussed in hopes to determine how literacy programs can be improved. The

only limitation of this meta-analysis is that only a total of 30 studies are discussed. Graphs

comparing results from each study are provided.

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Search Strategy: I did a keyword search in order to find new articles on a database that was not

solely for library sciences.

Database: Web of Knowledge

Method of Searching: Keyword Search

Search String: literacy program* OR reading program*

Scholarly Status: Ulrich’s International Periodicals Directory states that this journal is a peer-

reviewed academic journal.

Entry 9

Lu, Y. (2009). Engaging students with summer reading: An assessment of a collaborative high

school summer reading program. Journal of Education for Library and Information Science,

50(2), 90-106.

Abstract: “This study examines the impact of students' active involvement in a collaborative

project to reform a high school summer reading program. It takes place in an American high

school, grades nine through twelve. A stratified random sample of 288 students and eleven

teachers ensured representation of students from each of three ability groupings. Data were

collected through student surveys and teacher interviews. Findings show that students attributed

different types of cognitive, psychological, and social learning to this collaborative summer

reading program. The method of student self-assessment revealed some personal attributes of

reading that otherwise could not have been identified. This study also confirmed that students

have to be actively involved and participate in the collaborative efforts to make their reading and

learning meaningful.”

Annotation: Dr. Lu is a highly cited Assistant Professor in the Department of Library and

Information Science who studies reading and literacy programs. This article is unique in that it

inspects high school students who partake in summer reading programs. There is also evidence

that allowing subjects to select their own literature increases their willingness to read.

Search Strategy: I chose to search through ERIC because I felt that this database would

have articles written by the author I was looking for. I had already found another article

written by Lu in the Library Literature and Information Science database and thought that

perhaps more articles could be found in ERIC.

Database: ERIC [Dialog]

Method of Searching: Author Search

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Search String: expand au= Lu, Ya

Scholarly Status: After searching for “Journal of Education for Library and Information

Science” in Ulrich’s International Periodicals Directory, I learned that the journal is in fact a

scholarly journal.

Entry 10

Lu, Y. & Gordon, C. (2007). Reading takes you places: A study of a web-based summer reading

program. School Library Media Research, 10(2), 10-31.

Abstract: “This study looks at the effects of a Web-based summer reading program on the

reading behaviors and attitudes of high school students. The school librarian and five English

teachers based the program content and Web site on reading and Web design research. The study

investigates whether the technology-based program had positive effects on student reading, and,

if so, which elements of the program emerge as beneficial. The study takes place in a high school

of 2,000 students, grades nine through twelve. A purposive random sample of 288 students and

11 teachers ensured representation of students from each of the three homogeneously grouped

tracks: high-, average-, and low-achieving students. Data were collected through student surveys

and teacher interviews. Findings show that students showed satisfaction with the online summer

reading program, although low-achieving students and boys reported lower rates of satisfaction.

Most students did not take advantage of the interactive technical aspects of the Web site. The

mixed responses of teachers point to the need to establish the purpose of summer reading as a

foundational concept for building and revising summer reading programs.”

Annotation: This article is interesting in that the study has a large amount of findings based on

participation, amount of books read, incorporating book lists into the program, reading activities,

reading experiences, and responses from educators. It is also unique because surveys showed

that a majority of students enjoyed this reading program more so than others they have been a

part of. Lu is a highly recognized authority in this field and this study has been cited many

times.

Search Strategy: I chose to search through ERIC because I felt that this database would

have articles written by the author I was looking for. I had already found another article

written by Lu in the Library Literature and Information Science database and thought that

perhaps more articles could be found in ERIC.

Database: ERIC [Dialog]

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Method of Searching: Author Search

Search String: expand au= Lu, Y

Scholarly Status: After searching for “Journal of Education for Library and Information

Science” in Ulrich’s International Periodicals Directory, I learned that the journal is in fact an

academic journal.

Entry 11

Lu, Y. & Gordon, C. (2008). The effects of free choice on student learning: A study of summer

reading. School Libraries Worldwide, 14(1), 38-55.

Abstract: “This study examines the reading behaviors and attitudes of adolescents during the

summer when they can exercise free choice. Does mandated reading during summer non-school

months as it is currently practiced encourage students to read, or does it create barriers to

reading? It takes place in a United States high school, grades 9-12. A stratified random sample of

288 students and 11 teachers ensured representation of students from each of three ability

groupings. Data were collected through student surveys and teacher interviews. Findings show

that students attributed varied types of cognitive, psychological, and social learning to their

summer reading. Mixed responses from teachers point to the need for consensus about the

purpose of a summer reading program.”

Annotation: This article is helpful in that it contains many graphs that show the analysis of

participants of the study. The article discusses reading behaviors and the need to bring summer

reading programs to a diverse population of students. Using technology to incorporate reading

programs is also discussed.

Search Strategy: I chose LISTA because it has a lot of resources in terms of library science.

In addition, I used a keyword search because it was still early on in my search for resources

and I felt that keywords would bring me the most accurate results at the time.

Database: Library, Information Science & Technology Abstracts (LISTA)

Method of Searching: Keyword Search

Search String: (reading program* or literacy program*) AND (librar*)

Document type = article

Publication type = academic journal

Publication date: Jan 1992 – May 2012

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Language = English

Scholarly Status: I specifically asked that the publication type be an academic journal. I

double-checked with Ulrich’s International Periodicals Directory to learn that it is in fact a

scholarly journal.

Entry 12

Lyons, R. (2011). Overstating summer reading impact: The dominican study. Public Library

Quarterly, 30(1), 54-61.

Abstract: “This article reviews a national study of the impact of public library summer reading

programs in the United States. Despite findings of substantial impacts attributable to these

programs, nonequivalence of comparison group and participant attrition make the research

inconclusive.”

Annotation: Lyons, an independent consultant, critiques and shows hard evidence of flaws in

the Dominican study, which was conducted by Roman, Carran, and Fiore (2010). Lyons also

critiques public libraries and their inability to reach children in different demographical areas.

Search Strategy: I chose LISA because it covers a lot of library and information science

literature. This was the first database I worked with so I decided that the keyword approach

would be best.

Database: Library and Information Science Abstracts (LISA)

Method of Searching: Keyword searching

Search String: (reading program* or literacy program*) AND (librar*)

Limit to: peer reviewed

Date range: After this date: Jan 1, 1992

Source type: Scholarly journals

Document type: journal article

Language: English

Scholarly Status: This article came up after I had limited my results to peer-reviewed articles.

In addition, it is stated on LISA that it is a scholarly journal.

Entry 13

MacDonald, C., & Figueredo, L. (2010). Closing the gap early: Implementing a literacy

intervention for at-risk kindergartners in urban schools. The Reading Teacher, 63(5), 404-

419.

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Abstract: “A history of poverty and low academic achievement in four urban schools pointed to

the need to implement an early intervention focused on oral language and emergent literacy. The

Kindergarten Early Literacy Tutoring (KELT) Program was designed to target senior (5 year old)

kindergarten students most at-risk. The intervention consisted of an extra half-day of instruction

5 days a week in addition to the Ministry-mandated half-day kindergarten program. The

evaluation of the KELT program compared the achievement of students in the program to a

comparison group on a battery of oral language and emergent literacy skills. Results showed that

students in the KELT program out-performed the comparison group on most of the assessments,

thereby closing the academic gap. Based on the evaluation of the program, the school district has

expanded the program to serve four other schools.”

Annotation: This article studies literacy intervention for students who are only in kindergarten.

This is very unique because most research is done on children who are in elementary school.

Effectiveness of the program was based on a multitude of attributes (oral language, concepts of

print, phonemic awareness, letter-sound knowledge, letter-sound correspondence, and reading

ability), each of which is also discussed in the article. Gender differences in regards to literacy

intervention are also compared and discussed.

Search Strategy: I read about this article after reading an article I had found by footnote

chasing. I decided that since the previous article was so well received, I would look through its

references to see what the researchers used to help them conduct their research. Luckily

enough, this article was available online through Hagerty’s website.

Database: N/A

Method of Searching: Footnote Chasing

Search String: Referenced in: Morrow, L. M. (1992). The impact of a literature-based program

on literacy achievement, use of literature, and attitudes of children from minority backgrounds.

Reading Research Quarterly, 27(3), 251-275.

Scholarly Status: At first, I was a bit hesitant and did not think that this was peer-reviewed or

that it was even a credible source. However, after consulting with Ulrich’s International

Periodicals Directory, I learned that it is in fact a peer-reviewed academic journal.

Entry 14

Mahaffy, M. (2009). In support of reading: Reading outreach programs at academic libraries.

Public Services Quarterly, 5(3), 163-173.

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Abstract: “Encouraging pleasure reading is not traditionally seen as the role of academic

libraries. Those students who take time for reading, however, are better poised to succeed in

college. Declining rates in reading among young people are cause for alarm, and many libraries

at academic institutions are developing programs to promote this pastime. This article will

examine statistics on the state of reading in America, outline two reading outreach initiatives that

New Mexico State University has engaged in, and suggest strategies for effectively reaching out

to the community to encourage reading.”

Annotation: This article studies the way in which The Big Read, an initiative done by the

National Educational Association in partnership with the Institute of Museum and Library

Services, was created in hopes to improve reading tendencies in communities. This article is

unique in that it explains multiple strategies for increasing reading, which in turn will improve

reading levels.

Search Strategy: I was browsing through ProQuest and decided to look at a references of

articles that shared references with Roman & Fiore’s “Do Public Library Summer Reading

Programs Close the Achievement Gap? The Dominican Study” and found this article on the list.

I checked Drexel’s database and found that it was only available through Interlibrary Loan.

Database: N/A

Method of Searching: Browsing

Search String: I was browsing through Proquest and decided to look at a references of

articles that shared references with Roman & Fiore’s “Do Public Library Summer Reading

Programs Close the Achievement Gap? The Dominican Study” and found this article.

Scholarly Status: I checked Ulrich’s International Periodicals Directory and found that this

journal is a peer-reviewed scholarly journal.

Entry 15

Morrow, L. M. (1992). The impact of a literature-based program on literacy achievement, use of

literature, and attitudes of children from minority backgrounds. Reading Research Quarterly,

27(3), 251-275.

Abstract: “The author investigated the impact of a literature-based program on the literacy

achievement, use of literature, and attitudes toward reading of children from minority

backgrounds. Nine second-grade classes (N = 166) were assigned to one control group and two

experimental: one in a school-based program only and one in a school- and home-based

Chow 19

program. Standardized and informal written and oral tests of comprehension were used to

determine growth in literacy. Use of literature was measured by child surveys concerning after-

school activities and records of books read in school and checked out to read at home. Interviews

with teachers and children determined attitudes toward the reading program. Children in the

experimental groups did significantly better on all literacy measures except for the standardized

test, where no differences were found. No differences were found in the performance of the

children in the home- and school-based program and the school-based program alone.”

Annotation: This article is very unique in that the researcher wanted to determine if certain

attributes could positively affect a reading program. Several measures were conducted in either

a group or individually in order to determine literacy achievement, use of literature, and the

attitudes toward the program. Although the article discusses a well thought out study, the

subjects were not assigned to any random condition. The classroom in which the subject was in

determined which condition he or she was assigned to. This slight detail may have skewed the

concluding results and thus should not be generalized.

Search Strategy: After reading one of the articles, I decided to look through the references

because I noticed that a lot of articles were being cited. I looked up this particular article on

Drexel’s database and found that it was available online.

Database: N/A

Method of Searching: Footnote Chasing

Search String: Referenced in: Kurvers, J., McElvany, N., Herppich, S., & van Steensel, R.

(2011). How effective are family literacy programs? Results of a meta-analysis. Review of

Educational Research, 81(1), 69-96.

Scholarly Status: This journal is a peer-reviewed academic journal, according to Ulrich’s

International Periodicals Directory.

Entry 16

Morrow, L. M., & Young, J. (1997). A family literacy program connecting school and home:

Effects on attitude, motivation, and literacy achievement. Journal of Educational

Psychology, 89(4), 736-742.

Abstract: “The study connected home and school literacy contexts by involving parents in

developmentally appropriate and culturally sensitive literacy activities with their children. The

purpose of the program was to enhance children’s achievement and interest in literacy. The

Chow 20

family program was similar to a literature-based school program that included classroom literacy

centers, teacher-modeled literature activities, and literacy center time. Meetings were held

monthly, with parents, teachers, and children all working together. The program was in an inner-

city school district including African American and Latino families. There were 56 children in

1st through 3

rd grades (8 in the experimental group and 28 in the control). Pre- and posttest data

determined achievement and motivation differences favoring the children in the family

program.”

Annotation: This article is unique in that children, parents, and teachers were all interviewed a

numerous amount of times in order to determine literacy achievement, attitudes on literacy, and

the children’s motivation for reading. A sample of the interview questions and answers are

provided in the results section. Strategies for parents and teachers to help children with literacy

are also provided. This article is extremely beneficial to the field and has been cited very

heavily.

Search Strategy: While footnote chasing, I noticed that Lesley Morrow was constantly being

referenced. Each article I looked through referenced at least 2 of her articles. I knew that she

must be a highly acclaimed researcher in the field so I decided to search for some more of her

articles (specifically those that were not referenced).

Database: ERIC [Dialog]

Method of Searching: Author Search

Search String: expand au= morrow, l

Scholarly Status: This journal is noted as a peer-reviewed academic/scholarly journal,

according to Ulrich’s International Periodicals Directory.

Entry 17

Rodrigo, V., Greenberg, D., Burke, V., Hall, R., Berry, A., Brinck, T. & Oby, M. (2007).

Implementing an extensive reading program and library for adult literacy learners. Reading

In A Foreign Language, 19(2), 106-119.

Abstract: “This article describes the implementation of an extensive reading (ER) program with

43 first language (L1) and second language (L2) adult literacy students. Among them, 16% were

nonnative speakers of English. The main principles considered in the design of the program

were (a) purpose of reading, (b) reading tactics, (c) material used, and (d) teacher role. The

program included sustained silent reading, book talk, and reading aloud. Because a well-

Chow 21

equipped library is essential for a successful ER program, this article discusses practical

considerations for implementing a library and establishes principles that could guide others

working on similar programs. This article also discusses criteria teachers should consider when

selecting books for a reading-aloud activity as well as the books and genres that were popular

with our sample.”

Annotation: This article is very unique because subjects were surveyed in order to determine

reasons why they continued or did not continue to read and whether the extensive reading

program helped. The article is also helpful because researchers discuss reasons why adults with

reading difficulties tend not to have the intent of improving their reading abilities. Arguments

are well supported by referencing a numerous amount of other conducted studies.

Search Strategy: I chose to search through ERIC because it provides many resources

affiliated with library science and education. In addition, it also has conference papers and

teaching guides that I thought would be helpful since I would be able to “footnote chase.”

Database: ERIC [Dialog]

Method of Searching: Keyword searching

Search String: s library? AND ((reading()program?) or (literacy()program?)) AND

py=1992:2012 AND DT= journal

Scholarly Status: After searching for the journal title on Ulrich’s International Periodicals

Directory, I learned that this article is a scholarly/academic journal.

Entry 18

Roman, S., & Fiore, C. D. (2010). Do Public Library Summer Reading Programs Close the

Achievement Gap? The Dominican Study. Children & Libraries, 8(3), 27-31.

Abstract: This article focused on whether public library summer reading programs made a

significant impact on student reading abilities, the relationship between the service students

received and their academic achievement, and to determine whether partnerships between

schools and libraries helped children in becoming successful readers. The participants consisted

of 11 sites in the United States and data consisted of tests, interviews, and surveys. Conclusions

found that students who participated in the reading program had higher reading scores by the

next Spring.

Annotation: This article is unique in that it is one of the first notable articles studying the impact

of summer reading programs in public libraries for children. The study conducted is known as

Chow 22

“The Dominican Study” and has been referenced a numerous amount of times by others in the

field.

Search Strategy: I chose LISA because it covers a lot of library and information science

literature.

Database: Library and Information Science Abstracts (LISA)

Method of Searching: Keyword Searching

Search String: (reading program* or literacy program*) AND (librar*)

Limit to: peer reviewed

Date range: After this date: Jan 1, 1992

Source type: Scholarly journals

Document type: journal article

Language: English

Scholarly Status: I checked Ulrich’s International Periodicals Directory and found that

Children & Libraries is a scholarly journal.

Entry 19

Schwanenflugel, P. J., Kuhn, M. R., Morris, R. D., Morrow, L. M., Meisinger, E. B., Woo, D.

G., Quirk, M. & Sevcik, R. (2009). Insights into fluency instruction: Short- and long-term

effects of two reading programs. Literacy Research and Instruction, 48(4), 318-336.

Abstract: “The purpose of the study was to examine short- and long-term effects of two

instructional approaches designed to improve the reading fluency of second-grade children:

Fluency-Oriented Reading Instruction (or FORI; Stahl & Heubach, 2005) and a wide reading

approach (Kuhn et al., 2006). By the end of second grade, children in the wide reading

classrooms showed better fluency and self-concept compared to children in control classrooms.

Classroom observations indicated children in FORI classrooms were more likely to be off-task

than controls. However, by the end of third grade, children in both programs displayed better

comprehension. We conclude that extensive and long-term focus on the oral reading of complex

texts using practices that scaffold reading in second grade is beneficial for the long-term

development of reading comprehension skills.”

Annotation: This article is unique because the study consisted of randomly assigning schools to

conditions rather than assigning the students. In addition, the study also consisted of field note

Chow 23

observations, something that is not common in research studies in this field. Although some

students improved their short-term fluency, their efficiency in reading comprehension did not.

Search Strategy: From footnote chasing, I was able to find that Lesley Morrow is a highly cited

author in this particular field. I decided to search for more of her work on ERIC because I felt

that ERIC had a lot to offer in terms of literacy.

Database: ERIC [Dialog]

Method of Searching: Author Search

Search String: expand au= morrow, l

Scholarly Status: According to Ulrich’s International Periodicals Directory, this journal is a

peer-reviewed scholarly journal that “focuses on instructional practices and applied or basic

research of special interest to reading and literacy educators.”

Conclusion

This assignment has reassured me that being a librarian is not a simple career, as many

people believe. Through working on this assignment, I have learned that annotated

bibliographies require a lot of patience and endurance. That is, this is not something one can

merely do on a whim. The most difficult part of this assignment was searching for the articles.

As I stated previously, it took a few weeks for me to find all the needed sources. At the

beginning of the quarter, I felt that perhaps the actual writing of the bibliography would be the

most time consuming. During week 6 of this quarter, I believed that I would be able to find all

of the needed sources within a week. By the end of week 8, I was still struggling to search for

peer-reviewed articles that were relevant to my topic.

I learned that searching for needed information is not as easy as one may think. With today’s

technology, many believe that a quick search on Google will help them find their information.

However, through this assignment, I have learned how important it is to have scholarly articles

that have been reviewed by experts in the field. I also learned that looking for these articles is

not as simple as it is to do a Google search.

If I were to redo this assignment, I think I would have allotted more time to search for better

articles. I feel that having the best articles on one’s topic is perhaps the most important factor of

an annotated bibliography. I feel as though the articles I chose were good enough for the

assignment but if I were to actually use it in the field, I would have to do a better search. After

reading the final lecture, I have come to realize that my precision of searching for articles is

Chow 24

somewhat low. I read through about 100 articles and only used 19. This was somewhat my own

fault because I did not want to dismiss an article solely based on it’s abstract.

Although I dreaded working on this assignment, I feel as though I have accomplished

something really great and I feel proud of myself for completing it. I’m glad that in the future, I

will be able to contribute to the library profession by creating annotated bibliographies.

Although this assignment only got my feet wet in building a bibliography, it will allow me to

build on my skills to create a more useful one in the future.

Chow 25

I certify that:

This assignment is entirely my own work.

I have not quoted the words of any other person from a printed source or website

without indicating what has been quoted and providing an appropriate citation.

I have not submitted this assignment to satisfy the requirements of any other

course.

Signature Tiffany Chow

Date June 8, 2012