Annotated Bibliography

Cohen Vicki, C. J. (2008). Literacy for children in an information age: Teaching

reading, writing, and thinking. Canada: Thomson learning academic resource center.

Cohen (2008) defines literacy as the key to personal, professional, and global growth

in the world. the book present different strategies, for example: integration, repetition and

meaningful use of vocabulary, through games like Hink Pink and Pinky Hinky families,

which consist in made up of a phrase that conveys an adjective paired with a rhyming noun,

among others to develop and promote the vocabulary in kids, also present the literature as a

way to promote the literacy, take into account, that literacy is the ability to read and write,

giving information of how to organize and manage the literacy program in the classroom

based on institutional and government policies. The strategies mencionated before want

children integrate knowledge with others, and improve vocabulary through technological age.

The book is related with our research as a support to build the concept of literacy that we are

going to use to promote our strategy to improve the writing skills, understanding that is

necessary to integrate a balanced between the readings and writing skills of the students

depends on their level proficiency.

Evans, J. (2013). The writing classroom. Hoboken: Routledge Ltd.

doi:10.4324/9781315069104

This book brings arguments about the teaching and learning of writing and practice

ideas for teaching writing to primary age children. The topic of writing is increased the

writing skill, taking into account the institutional policies that had already present in England

where the National Literacy Strategy is urging more emphasis on the teaching of writing to
remedy weaknesses in this area. The resource relates with our research, because also in

Colombia the writing abilities in the schooling ages are very weak, for that reason Colombia

had been promote the bilingual policies to increase the four skills in the English as a second

language, so support our concern about the importance to improve the writing from the early

years of the students.

GitiMousapourNegari. (2011). A study on strategy instruction and EFL learners'

writing skill. International Journal of English Linguistics, 1(2), 299.

doi:10.5539/ijel.v1n2p299.

This international journal is focus onWriting in a Second or Foreign Language, which

seems to be the most difficult language skills, for language learners to acquire in academic

contexts. Expressing that explicit instruction of strategies and activities in Foreign Language

Classrooms, it could be beneficial for language learners. Additionally, during the

investigation they assessed the effect of concept mapping strategy on EFL learners' writing

performance. At the end of the study, sixty Iranian students at the intermediate level of

language proficiency participated in the study. Their language proficiency was determined by

Michigan Test of English Language Proficiency. So what, the results of the inquiry revealed

that the instruction of concept mapping strategy had a positive effect on EFL learners’

writing achievements. The results of the study have some pedagogical implications for

teaching language skills and designing strategy-based syllabus leading to successful language

performance.

Gursoy, E. (2010). Investigating language learning strategies of EFL children for the

development of a taxonomy. English Language Teaching, 3(3), 164.

doi:10.5539/elt.v3n3p164.

This article according to Gursoy, affirms that Language Learning strategies in

research needs to develop different context taken into account the population and the age for

the groups. In this research investigation we can analyze that most LLS research is conducted

in ESL contexts and the major observed into strategies of young learners and adults.

Consequently, the inventories developed so far strategy taxonomies using the context and the

age group mentioned. Thus, the study shows us that investigates children’s language learning

strategies in EFL context. It is supported by some instruments like data collection with 54

children through methodological triangulation, a semi guided questionnaire, task- based

interviews, observations during students’ task performance, field notes kept during task-

based interviews, think- aloud protocols for reading and writing skills, classroom

observations, and develop interviews according with the results of the semi- guided

questionnaire. Triangulation in location is also applied. As a result of the study, LLS of

children are identified and then organized as a taxonomy upon taking Oxford’s (1990)

classification as a basis.

Harris, P., Mckenzie, B., Fitzsimmons, P., &Turbill, J. (2003). Writing in the primary

school years. Australia: Thomson Social science press.

The concept of the book is about the writing, where it is examined the nature and the

relation between the spoken and the writing language. The book develop the different notions

of why writing is very important issue in academic environments, giving examples of tasks

that can be useful in the teaching process of writing, and also an historical perspective of how

writing is necessary to human communication with others across the time and space, showing
the importance of the writing in the history of different cultures, like China, India, Egypt

among others. We used the book as resource to understand the nature of the writing and the

pertinence of tasks to improve the writing take into account the relation between the writing

and the spoken language.

I. S. P. Nation. (2009). Teaching ESL / EFL reading and writing. New york and

london: Routle Taylor & Francis Group.

The book intents, guide teachers of English as a second or foreign language, about

techniques to improve the teaching duty. The book manages two main features, the first about

the practical teaching techniques like brainstorms, draw and write about their experiences

using different graphs to construct a topic idea that allow them to expand and be conscious

about their writing, the second about the balances for develop the reading and writing skills.

The guide is based on the comparison of the reading and writing process and the explanation

of how to build a proficient writing level in the students. The book supports the Freire and

Vygotsky theory about the acquisition of the writing skills, which is necessary that the

student develop the reading before to start to write.

Melgarejo, D. (2010). Assessing children´s perceptions of writing in EFL based on the

process approach.12, 1-15. Retrieved from http://www.scielo.org.co/scielo.php?

script=sci_serial&pid=0123-4641&lng=en&nrm=iso

This action research study was focused on the analysis of children's perceptions of

writing in English as a Foreign Language (EFL) and was punished in the theory of the

process approach. This approach was considered in some of students' negative perceptions on
writing, because they have lack of motivation to write, and their poor writing skills in EFL.

Therefore, were included a number of cognitive processes such as planning, translating

thought into text and revising. Consequently, the children who took an important space in the

study were between 9 and 13 years old and they were in the intermediate English level at a

language institute in a public university in Bogota. The purpose was to consider such

perceptions and see how they acquire during the implementation of some instruments like a

workshops based on the stages proposed by the process approach. Moreover, in addition

according with the analysis of student perceptions, a secondary acquire was to motivate

students to write and to help improve their written productions. This work was developed

through the data gathered in which include portfolios, conferences, journals and logs showed

that the students changed their prior negative perceptions on writing in EFL, felt motivated to

carry out writing tasks, and became more self-aware of their writing practices.

Myles, J. (2002). Second Language Writing and Research: The Writing Process and

Error Analysis in Student Texts. TESL-EJ Vol 6 (2) Retrieved from http://tesl-

ej.org/ej22/a1.html

This document analyzes the students' writing process and the error in writing in

relation with theories of the writing process in L1 and L2. In addition, it explores the aspects

of second language acquisition and theories of the writing acquisition in L1 and L2. Myles, J.

(2002) found that the ability to write well is not a naturally acquired skill; it is usually learned

or culturally transmitted as a set of practices in formal instructional settings or other

environment and this skill may be learned and practiced through experience. Moreover, the

author and Silvia (1993) argue that L2 writing is strategically, rhetorically, and linguistically
different in many ways from L1 writing. This research contributes with our research because

give us a clear idea that the acquisition of writing skills in L2 is so different to L1.

Latham, D. (2002). Using reading to enhance writing. How children learn to write

supporting and developing children's writing in schools (pp. 131-146). Great Britain: Paul

Chapman Publishing.

In this chapter, reading is part of the enrichment of the vocabulary and also to acquire

in an abstract way the grammar, so the author present the reading as a step to build a

conscientious writing process, reading help the students to become familiar with different

type-texts and then they could use it on their own writing. the chapters is useful from the

research because support our purpose to teach and improve writing skills in kids using digital

flashcards as a resource that the students can read, because have an implicit message.

Lindstromberg, S. (2004). Mainly writing. In S. Lindstromberg (Ed.), Language

activities for teenagers (pp. 123-141). United Kingdom: Cambridge University Press.

The chapter is a useful resource of compile activities for English students in different

proficient level, present the variety of activities that teachers can use to enhance and to

promote the writing process depends on the student's level. The relation with our research is

to help us to notice the importance of choose in-class properly writing activities in order to

create a conscientious writing in the students.

Okasha, M. A., &Hamdi, S. A. (2014). Using strategic writing techniques for

promoting EFL writing skills and attitudes. Journal of Language Teaching and Research,

5(3), 674-681. doi:10.4304/jltr.5.3.674-681.

Journal of Language Teaching and Research, Okasha affirms that the purpose of the

present study is to investigate the effectiveness of the strategic writing techniques for

promoting EFL writing skillsand changing some passive attitudes towards writing into

positive ones. The development of this study occurs through pre-post, experimental-control

group. An important sample of this present study include Preparatory year Program students,

according to Jazan University (N = 70). They were assigned into two groups: the

experimental group (N= 35) and the control group (N= 35). In which the experimental group

students were taught using strategic writing techniques, while the control group did not

receive any training except the followed method. The other important sources were the

instruments that show us the present study include a writing test and a rubric for correcting it

prepared by the researchers and judged by the jury members. Also, the writing test was

applied on the study sample in two steps like before and after the implementation. Finally,

other instrument in this study was the  Results of the study revealed that EFL writing skills

and attitudes improved among experimental group students as a result of using strategic

writing techniques.

Pumfrey, P. D., & Elliott, C. D. (1997). Children with spelling and writing

difficulties: An alternative approach. In P. D. Pumfrey, & C. D. Elliott (Eds.), Children's

difficulties in reading , spelling and writing challenges and responses (pp. 289-304). London

and United States of America: The Falmer press.

 This chapter is about the difficulties present in children about the spelling and the

writing, divided in three parts, the first one is about the development process in the reading

and spelling in the kids, in the second part, presents a case study, where a boy with dyslexia

and dysgraphia problems and finally, a report about the writing development and spelling

policies in a school context. The section, allow us to take into account the possible challenges

that we could have in the classroom when we apply the strategy to improve the writing skill,

show us the possible solutions to help the students with some educative problems to acquire

the skill.

Roberts, P. (2000). Freirean adult literacy education. Education literacy humanization

an introduction to the work of paulofreire (pp. 75-86) Greenwood Press.

The section is about the importance to build the language in a social context,

especially, when is not a native language, in this case the author show the process that used in

a literacy program in Brazil, explaining the process through five phases, the first phase is

about how to acquire vocabulary that is meaningful in the context of the learner, the second,

is about how generate word in two sense, that is how to explain learners the meaning of the

word depends on the context, in the third, show a codification of the words that the students

learn through their daily life. In the fourth and fifth phases was to encourage the learning

process with the framework of the literacy program. The chapter is related with the research

because allow us to support our purpose to teach the student through learning phases that

permit students to understand the use and the structure of the English writing language.

Sinatra, R. (1986). Visual literacy connections to thinking, reading and writing.

Springfield, IL: Charles C. Thomas.

 Emerging Reading and Writing Strategies Using Technology, John Castellani and

Tara Jeffs describe how using technology in general and the internet is specific can assist

teachers in both general and special education. This article shows us they start with how

technology is valuable in literacy instruction and how teachers use it whit students’ needs.

Authentic learning make students acquire real learning skill where they engage in problems,

issues, and involve in a real world. In addition, the authors talks about some of the uses of

technology tools that used in reading and writing instruction such us: Visual concept

organization software which offers graphic templates that make a visual structure to

understand events through an online. In general it support brainstorming phase before

writing. According to the authors, they suggest that the teachers give the opportunity for

students to choose their interesting topic that can help in learning. Is important to use

appropriate teaching and learning methods which are ne and effective taken in to account the

generation. Technology will give students the ability to understand in a short time, and help

them to success too.

Gangwer, T. (2015). what is visual teaching? , categories of photographic

documentation. In T. Gangwer, Visual Impact, Visual Teaching: Using Images to Strengthen

Learning. New York: skyhorse publishing. Retrieved 04 15, 2016, from

https://books.google.com.co/books?

id=lRcQCwAAQBAJ&pg=PT279&dq=g+Visual+Impact,+Visual+Teaching:

+Using+Images+to+Strengthen+Learning&hl=es&sa=X&ved=0ahUKEwjKs6-

Zt8bMAhXFXB4KHWyOBrAQ6AEIGjAA#v=onepage&q=g%20Visual%20Impact%2C

%20Visual%20Teaching%3A%20Using%20Images%20to%20Strengthen

%20Learning&f=false
 This section explains how visual literacy promote and improve the reading and

writing skills using strategies through the use of a visual language, the points to support the

author definition as the ability to understand and create visual messages, a)full-spectrum

visual literacy as the ability to communicate in a non-linguistic communication, b) active and

performance-based learning as an active approach to engaged the world, being the

photograph the ideas to promote and medium experiences, and c) dynamic translation as the

process to express ideas in new forms. Also, name features of a visual teacher, who teach

through visual literacy, to understand, encourages and explores their lesson plans taking into

account the students' needs, interests and using images to construct the knowledge through

the metacognition and the critical thinking of the student's realities. This sections explains our

use of a photograph book as an ideal strategy to improve and motivate the students to

increase English vocabulary and their writing skill using their contexts as a reference as

appropriation of the knowledge.