As we ventured into the 6th week of class I began thinking of all the assignments that we will be doing to complete the MRP. I feel very overwhelmed when I look at what’s ahead but at the same time I feel very relieved to look back and see how far we’ve come so far. This gives me motivation to keep trudging forward and complete this project. In this week’s assignments, while searching the databases for articles, I found all kinds of information too much actually. However, when I tried to refine the search I didn’t get many at all. I think I could refine my search next time by trying to use more of a variety of keywords, however, I find it harder to stay on track when you used a lot of different terminology. While looking over the MRP I often think to myself do I have enough information and how will I ever pull it all together? I think doing little by little is the best way to accomplish a project such as this one because before you know it it’s almost done and when complete you can set back and wonder how you ever finished such a piece of work.
The class meeting this week was rather lengthy, however, I am pleased to have my foundation questions reviewed. I feel this will give me a good base for my future research. One thing I really enjoyed this week was doing the Power Point. I thought it was fun and it gave me a chance to let my creativity run wild.

Resource: ERIC
Keyword: (phonological awareness and reading)
Turner, J. (1998). How do children read? Montessori Life, Vol. 10 Issue 4. Retrieved October 6, 2002, from EBSCOhost (ERIC).

Resource: PsycINFO
Keyword: (phonological awareness and reading)
Guiney, K.M. (2002). The relative effects of phonological awareness, letter-naming fluency, and vocabulary development on early reading skills. Dissertation Abstracts International Section A: Humanities and Social Sciences, Vol. 62 Issue 12. Retrieved October 6, 2002, from EBSCOhost (PsycINFO).

Resource: PsycINFO
Keyword: (phonological awareness and reading)
Fuchs, D. Fuchs, L.S.; Thompson, A.; Al Otaiba, S.; Yen, L.; Yang, N.J.; Braun, M.; O’Connor, R.E. (2002) Exploring the importance of reading programs for kindergarteners with disabilities in mainstream classrooms. Exceptional Children, Vol. 68 Issue 3. Retrieved October 6, 2002, from EBSCOhost (PsycINFO).

Resource: ERIC
Keyword: (phonological awareness and reading)
Cormier, P. (1997) Distinctive Patterns of Relationship of Phonological Awareness and Working Memory with Reading Development. Reading and Writing: An Interdisciplinary Journal, Vol. 9 Issue 3. Retrieved October 6, 2002, from EBSCOhost (ERIC).

Resource: ERIC
Keyword: (phonological awareness and reading)
Boyle, J.R. (1997). The effects of PA Strategy in the Reading Skills of children with mild disabilities, Vol. 8 Issue 3. Retrieved October 6, 2002, from EBSCOhost (ERIC).