WK8Assgn_Johnson_K

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Jan 9, 2024

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Annotated Bibliography Booker, K. C., Invernizzi, M. A., & McCormick, M. (2007). “Kiss your brain”: A closer look at flourishing literacy gains in impoverished elementary schools. Reading Research & Instruction , 46 (4), 315–339. https://doi.org/10.1080/19388070709558474 Summary In the study published by Booker et al., the research problem, purpose, qualitative design, sample, research questions, and findings were included. The research problem addressed by the authors centered on the disparities in literacy skills between children from lower socioeconomic status (SES) classes and their counterparts from higher SES classes, aligning with the study's purpose to investigate the teaching methods employed in high- achieving elementary schools serving low-income communities. Data were gathered through individual interviews and classroom observations, generating case studies for each school, while supplementary information was obtained by utilizing diagrams. The sample used involved two kindergarten, one first-grade, and one second-grade class from four schools that were ranked in the top 10% of the greatest change scores and who had 70% or more students getting free and reduced lunch. The three research questions involved the impact of reading instruction for students in lower SES and how schools provide adequate instruction while using assessment to guide instruction. The findings from the case studies were presented as themes that were common to all four schools, which were attention to Phonics-based instruction and review, extensive instructional knowledge/prior experience, establishment of a strong school community, and leading by example. The authors used Bronfenbrenner’s sociocultural and ecological theory of development as their conceptual framework. 2

Critique A limitation of the study is that the four themes found in the four schools varied to different degrees, so it is not one hundred percent clear which factors are the most helpful. Due to the use of case studies, this study is limited because it would be difficult to replicate and corroborate. While the results can be inferred for other schools, without additional studies, researchers can never be 100% certain. A strength is that the authors noticed that existing literature focused on comparing lower SES schools to high SES schools but did not consider their environments. The strength is that they developed new research, leading to valuable findings. The case studies gave insight into the four themes that would be difficult to explore using other research methods. Scholar-Practitioner Application The findings in this study are useful in education because they showed that the school environment and classroom characteristics are important factors in literacy gains. A strong school community, dedicated leadership, and extensive monitoring were evident in the four high-achieving schools. Booker et al. explained from the findings that there is an importance in meeting children’s various instructional needs and that beginning readers can benefit from targeted small group instruction. There was also an emphasis on using assessment data to form instructional groups while monitoring progress. Both of these provide guidance in education to help teachers differentiate their instruction. Booker et al. mentioned that the study provides educators with strategies, insight, and knowledge into how to have success in schools in low 3

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SES areas. These findings can help me in the rest of my research because I realize how truly important it is to have a supportive community and differentiated instruction. As I am seeking to narrow down my dissertation topic, reading more about differentiated small-group instruction is piquing my interest. 4

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