Module #5 : Annotated Bibliography.

This assignment was conducted by Sooyeun Kim, Sujin Kim and Youngran Song. The target learners are elementary students.



Citation 1:
Armbruster, B. B., Lehr, F., & Osborn, J. (2003). Put reading first: the research building blocks for teaching children to read. Jessup, MD: National Institute for Literacy.

Summary:
This paper was published by the Partnership for Reading. It is a collaborative effort of the National Institute for Literacy, the National Institute of Child Health and Human Development, the U.S. Department of Education, and the U.S. Department of Health and Services. This scientific reading research was studied to be available for educators, parents, policy-makers, and others with an interest in helping all people learn to read well.

This paper gives a guidance to teachers how to teach children the reading successfully. It describes the findings of the National Reading Panel Report and provides analysis and discussion in five areas of reading instructions: phonemic awareness, phonics, fluency, vocabulary, and text comprehension covering from kindergarten to the grade three.
Phonemic awareness instruction. It shows various example activities to build phonemic awareness. Identify and categorize phonemes, blend phonemes to form words, segment words into phonemes, delete or add phonemesto form new words, and substitute phonemes to make new words. Phonemic awareness is the understanding that the sounds of spoken language work together to make words. This paper suggests various activities in blending and segmenting words.

Phonics instruction
Along with phonics instruction, young children should be solidifying their knowledge of the alphabet, engaging in phomenic awareness activities, and listening to stories and informational texts read aloud to them. They also should be reading text (both loudly and silently), writing letters, words, messages, and stories. This paper suggests to use practice materials such as short books and use in practicing writing and workbooks.

Fluency instruction
Reading to children is not the only benefit of fluency but also increase their knowledge of the world, their vocabulary, their familiarity with written language, and their interest in reading. Through reading aloud, children also can learn listening and speaking. This paper suggests the activity of perform a play to teach fluency.

Vocabulary instruction
Vocabulary is very important. It describes how to teach vocabulary indirectly and directly by illustrate examples of classroom instructions.
Text comprehension instruction
It shows the effective comprehension strategies for teacher : Explanation, thinking aloud, guided practice, application, and for students : Asking questions about the text they are reading; summarizing parts of the text; clarifying words and sentences they don’t understand; and predicting what might occur next in the text.

Review:
This paper concluded by key finding from the scientific research and answers the questions form. This paper made a conclusion based on huge amounts of scientific researches, this make this paper credible. In addition, questions and answering form made readers to understand the message very quickly and precisely.
This paper suggests many topics to ponder in English education for Korean students in EFS environment, where only the phonics are taught not for phonemic awareness. We can see the precise and step-by-step curriculum how to teach young children literacy. This can be one of supporting article that EFL context such as Korea should start English by reading and in the class, amount of education between speaking, listening, writing and reading should be balanced for young children .