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Literacy Research Methodologies - Coggle Diagram

- - - - I believe the study from the article and second presentation is a quality study for the time in which it was conducted. From what I understand, it was published in the year 2000. Now, 22 years later, technology is much more advanced and computers are more readily available to students. If I were to replicate this study, I would start by updating the computer program used. I also think teachers and students would be able to learn how to use the program much quicker due to the higher use of technology in our daily lives. I envision students implementing more videos, graphics, audio recordings, pictures, and color into their book reviews.
- - - - Ouellette & Beers's study only looked at students reading in their first language. To replicate this study with English Language Learners different variables need to be considered. I would ask the following questions: Do the ELLs have access to high quality ESL instruction? How long have they been learning their second language? What supports do they receive? What strategies have they been taught or developed as they grapple with reading in a second language? How similar are their first and second languages? If both languages are latin based and phonetic, have they received cognate instruction? Do they have siblings or cousins at home that they speak the second language with? Or is their second language exposure solely limited to the school setting? What language do they choose to watch TV, videos, etc. in? Have they been taught how to decode or do they rely on memorization to read? What level of literacy do they have in their first language?The study, Reading and spelling development across languages varying in orthographic consistency: do their paths cross? conducted by Georgiou, G. K., Torppa, M., Landerl, K., Desrochers, A., Manolitsis, G., de Jong, P. F., & Parrila, R. (2020) found that early reading skills predicted spelling in multiple languages. Similarly, Cognate instruction and bilingual students’ improved literacy performance conducted by García, G. E., Sacco, L. J., & Guerrero-Arias, B. E. (2020) determined that cognate instruction facilitated students’ reading and spelling in their second language. English Language Learners use visuals, translanguaging, and cognates to transfer their knowledge from their first language to their second. This is why I would look at the level of literacy they have in their first language, how long they have been learning their second language, and what strategies they use to make meaning. I believe it is also worth looking into the vocabulary students have in their first language. I think this would directly correlate with the level of vocabulary they are working at in the second language. In short, replicating this study with ELLs would mean considering many more variables.
- - - - Quality single subject design research comes from explicit descriptions of the participants, the independent and dependent variables, the baseline, the control, the external validity, and the social validity.
        Only variable can be manipulated at a time.
- - - - Quality case studies: clear description of focus, detailed descriptions of setting participants and methods, transparency, attention to the humanity of people.
- - - - Verbal reports are all of the spoken language participants' use to make their thinking visible to others. Verbal protocols are the specific sections of the verbal reports that provides evidence related to the study.
        
        It is difficult to see clearly into the mind. Verbalized thoughts include the information stored in the brain and the manipulation of the information. Information manipulation represents how the brain processes and uses the information. "The nature of reading tasks in verbal protocol research should be determined with well-defined research questions, substantiated by details theories of reading that support the inquiry." (Cho page 395).
        
        Inferences: The researcher draws a conclusion from good reason and legitimate evidence about the participants' thinking processes. The difficulty lies in what we want to understand, what data we can actually acquire, and what we can do with the data. Epistemic orientations influence perceptions and judgements of texts. Affective response: Feelings, emotions, and interests triggered by the content of the text.
        
        Limitations: Verbal reports are unable to capture every single bit of thinking in action. Construct underrepresentation occurs when a participant cannot fully describe what they are thinking and doing at every moment. Verbalization of thinking inevitably changes the course of thinking. (Reactivity) Data will also reflect task-irrelevant behaviors.
        
        Quality: Established standard procedures for what participants' are supposed to do. Determine the modes of verbalization required (concurrent, retrospective). Triangulation, or the "intersection of multiple, complementary data analyses" (Cho page 408), can validate verbal reports. Researchers need contextual knowledge of the reader's verbal processes to avoid making inferences skewed by their own perspectives. Evidence must be based on theoretical constructs.
- - - - Begin with a research question. 2. choose a measurement strategy. 3. determine sampling frame and data collection method. 4. choose sampling methodology and size. 5. collect and evaluate data. 6. report findings.
- - - - I would like to use content analysis to identify books in my classroom library that teach or model social-emotional learning. This information would help me in planning read-aloud times and complementary mini-lessons on appropriate social and emotional skills. I would code the texts based on the character's appropriate use of social skills and dealing with their emotions. I would look for events in the text where a character made a mistake and learned from it, had a problem and found a solution, where a character felt big emotions and found a healthy way to deal with it, and where a character put their ego aside and considered the thoughts and feelings of others. Many children do not learn social-emotional skills at home anymore and I find myself teaching students these skills as we create a respectful classroom environment together. All children need to feel safe, loved, and accepted in order to grow into respectful and successful adults.