Annotated Bibliography
The annotated bibliography was very useful to get me started on my research paper. I had to research ten different sources that related to my topic and pile them all together. Under each bibliography is a short summary explaining what the source is about and how it relates to my topic. When it was time to work on my final project these helped me to remember what the sources were about and which ones would be most logical to use.
First Draft
Dara Pacheco
Henken
ENC 1102
19 February 2013
Annotated Bibliographies
Brown, Tammy, B.H. "Learning to Read: The Unofficial Scripts of Succeeders and Strugglers." Reading Teacher 64.4 (2010): 261-71. Web.
This article shows the best ways to teach children how to read and strategies for teachers to use in the classroom. This article explores both successful readers and also children who struggle with reading. It focuses mostly on first grade students and gives great ideas on what to do to get children involved and to like reading.
This article gives the student’s perspectives on what reading is and how to get better which will be interesting to add to my paper. It also shows that children who struggle with reading learn different ways than children who do not which is another interesting aspect to add to my paper and will help with my research.
Carlis, Lydia, Silverman, Rebecca, and Crandell, Jennifer. "Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms." Early Education and Development 24.2 (2012): 98-122. Print.
This article is about the Head Start program and the effects of it so far. The research done concludes that the effects have been positive and are helping children who are behind their peers to learn to read before kindergarten with their new strategies. The kids successfully learned new vocabulary words with this new read aloud program than just traditionally reading aloud. Read aloud programs are extremely beneficial but they cut into time for other activities on the curriculum. Extension activities are another important strategy discussed. These reinforce the new word learned during read aloud time to other parts of the day which improves vocabulary.
This will be beneficially to my paper in that it mentions the Head Start program and gives more details describing the main functions and strategies used for it. This article also explains that children can fall behind in their educational career due to the lack of at home literacy activities.
Chamberlin, Jamie. “Bringing Books to Life.” Early Childhood Literacy. American Psychological Association, Oct. 2012. Web. 14 Feb. 2013.
This article explores the topic of whether or not reading to children before they learn is beneficial and will help them read sooner. This author concludes that teachers and parents need to ask association-level questions as they read to children to get them to think and to help them comprehend the reading. The Head Start program works at exactly that. It breaks down the reading for preschoolers and has already shown much improvement with children.
This article is relevant to my research because it enforces what skills and ways are the best to get children to learn faster. It explores places that have already started using these skills and gives the results of it, which were very positive.
Dell’Antonia, KJ. “The Link Between Reading Level and Dropout Rates.” Motherlode The Link Between Reading Level and Dropout Rates.
This article discusses dropout rates and the reasons for it. The research proves that if a child does not learn to read by fourth grade there is an extremely likely chance of dropping out of school. It is important to get children interested in reading in kindergarten to increase the chances of learning to read. Learning to read early does make a positive difference in a child’s life.
This article is extremely relevant in that it shows the consequences of not learning to read in the early grades of elementary school. It stresses that good teachers are needed in these grade levels to ensure a bright future for these kids.
Ebert, S., Leherl, S., Rossbach, HG, andWeinert, S. "Effects of the Home Learning Environment on Children's Emerging Literacy." ZEITSCHRIFT FUR FAMILIENFORSCHUNG 24.2 (2012): 115-33. Web. 19 Feb. 2013.
This article is from a German magazine. It explains how family has the most influence on a child’s ability to learn to read. The more parents interacted with their children and exposed them to books the faster the child learned to read and were better prepared for school. Their research looks at children aged three to four and looks at families with different backgrounds such as native language and socioeconomic status.
This is article will provide an interesting way that even different countries use the same strategies. The children still need the same influencing at home.
Fan, X Justice, LM, Kaderavek, JN, Hunt, A, Sofka, A. "Title:Accelerating Preschoolers' Early Literacy Development through Classroom-based Teacher-child Storybook Reading and Explicit Print Referencing." Language, Speech and Hearing Services in Schools (2009): 67-85. Web. 19 Feb. 2013.
This article is the results of a study done to see the effects of print referencing style compared to normal style of reading in preschool classrooms. The print reference style had a greater more positive effect on preschoolers and allowed them to improve on their standardized measures of knowledge after thirty weeks. They increased their reading skills, writing skills, and alphabet knowledge. Parents who use print referencing style also improve their child’s reading skills and increase their interest in books.
This is relevant because it shows a method to teach early literacy and the effects of learning early literacy. It emphasizes the importance of early childhood programs and also mentions the Head Start program.
Gorton, Rebecca L., Phillips, Roger D., Pinciotti, Patricia, and Sachdev, Anuradha. "Promising Findings on Preschoolers' Emergent Literacy and School Readiness in Arts-Integrated Early Childhood Settings." Early Childhood Education Journal 38.2 (2010): 111-22. ERIC. Web. 19 Feb. 2013.
“Arts as a Way of Learning” was introduced into some preschools. This program uses visual and preforming arts as a way to improve early literacy and reading skills. After weeks of it in classrooms it showed to improve the targeted and standardized measures of literacy and prepare these children for kindergarten.
This study relates to my topic because it describes another unique way to help children learn literacy skills. The effects on the children are positive and it shows for a promising future through this style of learning.
Harper, Sarah, Platt, Amy and Pelletier, Janette. "Unique Effects of a Family Literacy Program on the Early Reading Development of English Language Learners." Early Education and Development 22.6 (2011): 989-1008. ERIC. Web. 19 Feb. 2013
This article illustrated the effects of learning to read on children whether their parents spoke English as a first language or as a second language. The results proved that Family Literacy programs are not for everyone. The kids with parents speaking English as a second language improved more than the other children. The print style of learning literacy tends to help those families more. Family Literacy programs are better placed in diverse communities because those families can gain more out of them improving their child’s ability to read before first grade.
This will be useful for my research because it shows what programs work for at home learning and what parents should do. Parents who speak English as their first language do better just helping their child at home and reading to them. Other families may need help from a specialist if they want to improve their child’s reading skills.
Hulme, Charles and Nation, Kate. "Learning to Read Changes Children's Phonological Skills: Evidence from a Latent Variable Longitudinal Study of Reading and Nonword Repetition." Developmental Science 14.4 (2011): 649-59. Web. 19 Feb. 2013.
This article shows the effects of nonword repetition with learning to read. Using this style of learning showed growth in vocabulary from ages six to ages seven. These authors also discuss how learning to read early may help speech processing and reading disorders early on before they get too serious. It then goes into detail about how illiterate adults are more likely to not be able to nonword repetition.
This is relatable to my topic because it shows another strategy for learning how to read by going into detail on how nonword repetition is relatable to vocabulary growth.
Meloy, Mary and Phillips. "High-Quality School-Based Pre-K Can Boost Early Learning for Children With Special Needs." Exceptional Children 78.4 (2012): 471-90. Academic Search Premier. Web. 19 Feb. 2013.
This article explains that children with special needs make the same improvements as children without special needs in learning to read. A program in Tulsa, Oklahoma was instilled to help teach preschoolers reading skills. They have many gains in reading and literacy but are not able to make gains in math.
This article can relates to my paper by proving that even children with special needs can be better off in school later on if they learn to read in preschool.
Henken
ENC 1102
19 February 2013
Annotated Bibliographies
Brown, Tammy, B.H. "Learning to Read: The Unofficial Scripts of Succeeders and Strugglers." Reading Teacher 64.4 (2010): 261-71. Web.
This article shows the best ways to teach children how to read and strategies for teachers to use in the classroom. This article explores both successful readers and also children who struggle with reading. It focuses mostly on first grade students and gives great ideas on what to do to get children involved and to like reading.
This article gives the student’s perspectives on what reading is and how to get better which will be interesting to add to my paper. It also shows that children who struggle with reading learn different ways than children who do not which is another interesting aspect to add to my paper and will help with my research.
Carlis, Lydia, Silverman, Rebecca, and Crandell, Jennifer. "Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms." Early Education and Development 24.2 (2012): 98-122. Print.
This article is about the Head Start program and the effects of it so far. The research done concludes that the effects have been positive and are helping children who are behind their peers to learn to read before kindergarten with their new strategies. The kids successfully learned new vocabulary words with this new read aloud program than just traditionally reading aloud. Read aloud programs are extremely beneficial but they cut into time for other activities on the curriculum. Extension activities are another important strategy discussed. These reinforce the new word learned during read aloud time to other parts of the day which improves vocabulary.
This will be beneficially to my paper in that it mentions the Head Start program and gives more details describing the main functions and strategies used for it. This article also explains that children can fall behind in their educational career due to the lack of at home literacy activities.
Chamberlin, Jamie. “Bringing Books to Life.” Early Childhood Literacy. American Psychological Association, Oct. 2012. Web. 14 Feb. 2013.
This article explores the topic of whether or not reading to children before they learn is beneficial and will help them read sooner. This author concludes that teachers and parents need to ask association-level questions as they read to children to get them to think and to help them comprehend the reading. The Head Start program works at exactly that. It breaks down the reading for preschoolers and has already shown much improvement with children.
This article is relevant to my research because it enforces what skills and ways are the best to get children to learn faster. It explores places that have already started using these skills and gives the results of it, which were very positive.
Dell’Antonia, KJ. “The Link Between Reading Level and Dropout Rates.” Motherlode The Link Between Reading Level and Dropout Rates.
This article discusses dropout rates and the reasons for it. The research proves that if a child does not learn to read by fourth grade there is an extremely likely chance of dropping out of school. It is important to get children interested in reading in kindergarten to increase the chances of learning to read. Learning to read early does make a positive difference in a child’s life.
This article is extremely relevant in that it shows the consequences of not learning to read in the early grades of elementary school. It stresses that good teachers are needed in these grade levels to ensure a bright future for these kids.
Ebert, S., Leherl, S., Rossbach, HG, andWeinert, S. "Effects of the Home Learning Environment on Children's Emerging Literacy." ZEITSCHRIFT FUR FAMILIENFORSCHUNG 24.2 (2012): 115-33. Web. 19 Feb. 2013.
This article is from a German magazine. It explains how family has the most influence on a child’s ability to learn to read. The more parents interacted with their children and exposed them to books the faster the child learned to read and were better prepared for school. Their research looks at children aged three to four and looks at families with different backgrounds such as native language and socioeconomic status.
This is article will provide an interesting way that even different countries use the same strategies. The children still need the same influencing at home.
Fan, X Justice, LM, Kaderavek, JN, Hunt, A, Sofka, A. "Title:Accelerating Preschoolers' Early Literacy Development through Classroom-based Teacher-child Storybook Reading and Explicit Print Referencing." Language, Speech and Hearing Services in Schools (2009): 67-85. Web. 19 Feb. 2013.
This article is the results of a study done to see the effects of print referencing style compared to normal style of reading in preschool classrooms. The print reference style had a greater more positive effect on preschoolers and allowed them to improve on their standardized measures of knowledge after thirty weeks. They increased their reading skills, writing skills, and alphabet knowledge. Parents who use print referencing style also improve their child’s reading skills and increase their interest in books.
This is relevant because it shows a method to teach early literacy and the effects of learning early literacy. It emphasizes the importance of early childhood programs and also mentions the Head Start program.
Gorton, Rebecca L., Phillips, Roger D., Pinciotti, Patricia, and Sachdev, Anuradha. "Promising Findings on Preschoolers' Emergent Literacy and School Readiness in Arts-Integrated Early Childhood Settings." Early Childhood Education Journal 38.2 (2010): 111-22. ERIC. Web. 19 Feb. 2013.
“Arts as a Way of Learning” was introduced into some preschools. This program uses visual and preforming arts as a way to improve early literacy and reading skills. After weeks of it in classrooms it showed to improve the targeted and standardized measures of literacy and prepare these children for kindergarten.
This study relates to my topic because it describes another unique way to help children learn literacy skills. The effects on the children are positive and it shows for a promising future through this style of learning.
Harper, Sarah, Platt, Amy and Pelletier, Janette. "Unique Effects of a Family Literacy Program on the Early Reading Development of English Language Learners." Early Education and Development 22.6 (2011): 989-1008. ERIC. Web. 19 Feb. 2013
This article illustrated the effects of learning to read on children whether their parents spoke English as a first language or as a second language. The results proved that Family Literacy programs are not for everyone. The kids with parents speaking English as a second language improved more than the other children. The print style of learning literacy tends to help those families more. Family Literacy programs are better placed in diverse communities because those families can gain more out of them improving their child’s ability to read before first grade.
This will be useful for my research because it shows what programs work for at home learning and what parents should do. Parents who speak English as their first language do better just helping their child at home and reading to them. Other families may need help from a specialist if they want to improve their child’s reading skills.
Hulme, Charles and Nation, Kate. "Learning to Read Changes Children's Phonological Skills: Evidence from a Latent Variable Longitudinal Study of Reading and Nonword Repetition." Developmental Science 14.4 (2011): 649-59. Web. 19 Feb. 2013.
This article shows the effects of nonword repetition with learning to read. Using this style of learning showed growth in vocabulary from ages six to ages seven. These authors also discuss how learning to read early may help speech processing and reading disorders early on before they get too serious. It then goes into detail about how illiterate adults are more likely to not be able to nonword repetition.
This is relatable to my topic because it shows another strategy for learning how to read by going into detail on how nonword repetition is relatable to vocabulary growth.
Meloy, Mary and Phillips. "High-Quality School-Based Pre-K Can Boost Early Learning for Children With Special Needs." Exceptional Children 78.4 (2012): 471-90. Academic Search Premier. Web. 19 Feb. 2013.
This article explains that children with special needs make the same improvements as children without special needs in learning to read. A program in Tulsa, Oklahoma was instilled to help teach preschoolers reading skills. They have many gains in reading and literacy but are not able to make gains in math.
This article can relates to my paper by proving that even children with special needs can be better off in school later on if they learn to read in preschool.
Final Draft
Dara Pacheco
Henken
ENC 1102
19 February 2013
Annotated Bibliography
Brown, Tammy. "Learning to Read: The Unofficial Scripts of Succeeders and Strugglers." Reading Teacher 64.4 (2010): 261-71. Web. 14 Feb. 2013.
This article shows the best ways to teach children how to read and strategies for teachers to use in the classroom. This article explores both successful readers and also children who struggle with reading. It focuses mostly on first grade students and gives great ideas on what to do to get children involved and to like reading.
This article gives the students’ perspectives on what reading is and how to get better, which will be interesting to add to my paper because not a lot of people ask children what they think about things. It also shows that children who struggle with reading learn differently from children who do not which is another interesting aspect to add to my paper and will help with my research.
Carlis, Lydia, Rebecca Silverman, and Jennifer Crandell. "Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms." Early Education and Development 24.2 (2012): 98-122. Print.
This article is about the Head Start program and the effects of it so far. The research done concludes that the effects have been positive and are helping children who are behind their peers to learn to read before kindergarten with their new strategies. The children successfully learned new vocabulary words with this new read aloud program than just traditionally reading aloud. Read aloud programs are extremely beneficial but they cut into time for other activities on the curriculum. Extension activities are another important strategy discussed. These reinforce the new word learned during read aloud time to other parts of the day which improves vocabulary.
This will be beneficial to my paper in that it mentions the Head Start program, giving more details describing the main functions and strategies used for it. Head Start is one of the main methods used to help children read. This article also explains that children can fall behind in their educational career due to the lack of at home literacy activities.
Chamberlin, Jamie. “Bringing Books to Life.” Early Childhood Literacy. American Psychological Association, Oct. 2012. Web. 14 Feb. 2013.
This article explores the topic of whether or not reading to children before they learn is beneficial and will help them read sooner. This author concludes that teachers and parents need to ask association-level questions as they read to children to get them to think and to help them comprehend the reading. The Head Start program works at exactly that. It breaks down the reading for preschoolers and has already shown much improvement with children.
This article is relevant to my research because it enforces what skills and ways are the best to get children to learn faster. It explores places that have already started using these skills and gives the results of it, which were very positive.
Dell’Antonia, KJ. “The Link Between Reading Level and Dropout Rates.” Motherlode The Link Between Reading Level and Dropout Rates.
This article discusses dropout rates and the reasons for it. The research proves that if a child does not learn to read by fourth grade there is an extremely likely chance of dropping out of school. It is important to get children interested in reading in kindergarten to increase the chances of learning to read. Learning to read early does make a positive difference in a child’s life.
This article is extremely relevant in that it shows the consequences of not learning to read in the early grades of elementary school. It stresses that good teachers are needed in these grade levels to ensure a bright future for these kids.
Fan, Justice, Kaderavek, Hunt, Sofka, A. "Accelerating Preschoolers' Early Literacy Development through Classroom-based Teacher-child Storybook Reading and Explicit Print Referencing." Language, Speech and Hearing Services in Schools (2009): 67-85. Web. 19 Feb. 2013.
This article is the results of a study done to see the effects of print referencing style compared to normal style of reading in preschool classrooms. The print reference style had a greater more positive effect on preschoolers and allowed them to improve on their standardized measures of knowledge after thirty weeks. They increased their reading skills, writing skills, and alphabet knowledge. Parents who use print referencing style also improve their child’s reading skills and increase their interest in books.
This is relevant because it shows a method to teach early literacy and the effects of learning early literacy. It emphasizes the importance of early childhood programs and also mentions the Head Start program.
Harper, Sarah, Amy Platt, and Janette Pelletier. "Unique Effects of a Family Literacy Program on the Early Reading Development of English Language Learners." Early Education and Development 22.6 (2011): 989-1008. ERIC. Web. 19 Feb. 2013
This article illustrates the effects of growing up in a house with English spoken as a first language compared to a house where English is spoken as a second language. The results proved that Family Literacy programs are not for everyone. The children with parents speaking English as a second language improved more than the other children. The print style of learning literacy tends to help those families more. Family Literacy programs are better placed in diverse communities because those families can gain more out of them improving their child’s ability to read before first grade.
This will be useful for my research because it shows what programs work for home learning and what parents should do. Parents who speak English as their first language do better just helping their child at home and reading to them. Other families may need help from a specialist if they want to improve their child’s reading skills.
Hulme, Charles and Kate Nation. "Learning to Read Changes Children's Phonological Skills: Evidence from a Latent Variable Longitudinal Study of Reading and Nonword Repetition." Developmental Science 14.4 (2011): 649-59. Web. 19 Feb. 2013.
This article shows the effects of nonword repetition with learning to read. Using this style of learning showed growth in vocabulary from ages six to ages seven. These authors also discuss how learning to read early may help speech processing and reading disorders early on before they get too serious. It then goes into detail about how illiterate adults are more likely to not be able to nonword repetition.
This is relatable to my topic because it shows another strategy for learning how to read by going into detail on how nonword repetition is relatable to vocabulary growth.
Meloy and Phillips. "High-Quality School-Based Pre-K Can Boost Early Learning for Children With Special Needs." Exceptional Children 78.4 (2012): 471-90. Academic Search Premier. Web. 19 Feb. 2013.
This article explains that children with special needs make the same improvements as children without special needs in learning to read. A program in Tulsa, Oklahoma was instilled to help teach preschoolers reading skills. They have many gains in reading and literacy but are not able to make gains in math.
This article can relates to my paper by proving that even children with special needs can be better off in school later on if they learn to read in preschool.
Henken
ENC 1102
19 February 2013
Annotated Bibliography
Brown, Tammy. "Learning to Read: The Unofficial Scripts of Succeeders and Strugglers." Reading Teacher 64.4 (2010): 261-71. Web. 14 Feb. 2013.
This article shows the best ways to teach children how to read and strategies for teachers to use in the classroom. This article explores both successful readers and also children who struggle with reading. It focuses mostly on first grade students and gives great ideas on what to do to get children involved and to like reading.
This article gives the students’ perspectives on what reading is and how to get better, which will be interesting to add to my paper because not a lot of people ask children what they think about things. It also shows that children who struggle with reading learn differently from children who do not which is another interesting aspect to add to my paper and will help with my research.
Carlis, Lydia, Rebecca Silverman, and Jennifer Crandell. "Read Alouds and Beyond: The Effects of Read Aloud Extension Activities on Vocabulary in Head Start Classrooms." Early Education and Development 24.2 (2012): 98-122. Print.
This article is about the Head Start program and the effects of it so far. The research done concludes that the effects have been positive and are helping children who are behind their peers to learn to read before kindergarten with their new strategies. The children successfully learned new vocabulary words with this new read aloud program than just traditionally reading aloud. Read aloud programs are extremely beneficial but they cut into time for other activities on the curriculum. Extension activities are another important strategy discussed. These reinforce the new word learned during read aloud time to other parts of the day which improves vocabulary.
This will be beneficial to my paper in that it mentions the Head Start program, giving more details describing the main functions and strategies used for it. Head Start is one of the main methods used to help children read. This article also explains that children can fall behind in their educational career due to the lack of at home literacy activities.
Chamberlin, Jamie. “Bringing Books to Life.” Early Childhood Literacy. American Psychological Association, Oct. 2012. Web. 14 Feb. 2013.
This article explores the topic of whether or not reading to children before they learn is beneficial and will help them read sooner. This author concludes that teachers and parents need to ask association-level questions as they read to children to get them to think and to help them comprehend the reading. The Head Start program works at exactly that. It breaks down the reading for preschoolers and has already shown much improvement with children.
This article is relevant to my research because it enforces what skills and ways are the best to get children to learn faster. It explores places that have already started using these skills and gives the results of it, which were very positive.
Dell’Antonia, KJ. “The Link Between Reading Level and Dropout Rates.” Motherlode The Link Between Reading Level and Dropout Rates.
This article discusses dropout rates and the reasons for it. The research proves that if a child does not learn to read by fourth grade there is an extremely likely chance of dropping out of school. It is important to get children interested in reading in kindergarten to increase the chances of learning to read. Learning to read early does make a positive difference in a child’s life.
This article is extremely relevant in that it shows the consequences of not learning to read in the early grades of elementary school. It stresses that good teachers are needed in these grade levels to ensure a bright future for these kids.
Fan, Justice, Kaderavek, Hunt, Sofka, A. "Accelerating Preschoolers' Early Literacy Development through Classroom-based Teacher-child Storybook Reading and Explicit Print Referencing." Language, Speech and Hearing Services in Schools (2009): 67-85. Web. 19 Feb. 2013.
This article is the results of a study done to see the effects of print referencing style compared to normal style of reading in preschool classrooms. The print reference style had a greater more positive effect on preschoolers and allowed them to improve on their standardized measures of knowledge after thirty weeks. They increased their reading skills, writing skills, and alphabet knowledge. Parents who use print referencing style also improve their child’s reading skills and increase their interest in books.
This is relevant because it shows a method to teach early literacy and the effects of learning early literacy. It emphasizes the importance of early childhood programs and also mentions the Head Start program.
Harper, Sarah, Amy Platt, and Janette Pelletier. "Unique Effects of a Family Literacy Program on the Early Reading Development of English Language Learners." Early Education and Development 22.6 (2011): 989-1008. ERIC. Web. 19 Feb. 2013
This article illustrates the effects of growing up in a house with English spoken as a first language compared to a house where English is spoken as a second language. The results proved that Family Literacy programs are not for everyone. The children with parents speaking English as a second language improved more than the other children. The print style of learning literacy tends to help those families more. Family Literacy programs are better placed in diverse communities because those families can gain more out of them improving their child’s ability to read before first grade.
This will be useful for my research because it shows what programs work for home learning and what parents should do. Parents who speak English as their first language do better just helping their child at home and reading to them. Other families may need help from a specialist if they want to improve their child’s reading skills.
Hulme, Charles and Kate Nation. "Learning to Read Changes Children's Phonological Skills: Evidence from a Latent Variable Longitudinal Study of Reading and Nonword Repetition." Developmental Science 14.4 (2011): 649-59. Web. 19 Feb. 2013.
This article shows the effects of nonword repetition with learning to read. Using this style of learning showed growth in vocabulary from ages six to ages seven. These authors also discuss how learning to read early may help speech processing and reading disorders early on before they get too serious. It then goes into detail about how illiterate adults are more likely to not be able to nonword repetition.
This is relatable to my topic because it shows another strategy for learning how to read by going into detail on how nonword repetition is relatable to vocabulary growth.
Meloy and Phillips. "High-Quality School-Based Pre-K Can Boost Early Learning for Children With Special Needs." Exceptional Children 78.4 (2012): 471-90. Academic Search Premier. Web. 19 Feb. 2013.
This article explains that children with special needs make the same improvements as children without special needs in learning to read. A program in Tulsa, Oklahoma was instilled to help teach preschoolers reading skills. They have many gains in reading and literacy but are not able to make gains in math.
This article can relates to my paper by proving that even children with special needs can be better off in school later on if they learn to read in preschool.
Bibliography Revisions
There were some sources that I put in my first draft that do not appear in my final draft. The reason for this is because they really had no relevance to my topic