Annotated Bibliography : Assignment
Added on 2021-04-17
12 Pages2933 Words95 Views
Higher Education
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Running head: ANNOTATED BIBLIOGRAPHYAnnotated BibliographyName of the student:Name of the university:Author note
1ANNOTATED BIBLIOGRAPHYIntroductionThis annotated bibliography will be based on the challenges faced in testing the skills ofreading. Reading is one of the four skills used in communication apart from listening, speakingand writing. In order to be a good communicator an individual needs to be proficient in all thefour skills. However, to work on this paper the skills of reading have been selected and thechallenges faced in testing the skills. Reading is considered as a skill of learning, which ishelpful in improving several categories such as vocabulary, writing, spelling and grammar. Thereare techniques such as skimming or scanning which helps in the evaluation of reading skills.Following will be the selected articles to focus on the challenges faced in testing the readingskills. Babayiğit, S. (2014). The role of oral language skills in reading and listeningcomprehension of text: A comparison of monolingual (L1) and bilingual (L2) speakers ofEnglish language.Journal of Research in Reading,37(S1).This article has examined the functions of oral language skills in reading and listeningcomprehension levels of 125 monolingual (L1) and bilingual (L2) English speaking learners. Thestudy was conducted among the respondents in England and the testing was carried out inEnglish. In the survey, the L1 learners had superseded the L2 respondents on the steps of orallanguage and text comprehension. However, both the groups had performed at the relative levelson the topic of speed and accuracy of word- reading. It can be found after analyzing the paper that oral language was indexed by vocabularyand morpho-syntactic skills. It was raised as the strongest predictor of both the levels of readingand listening comprehension. Even though there was a probability that oral language will be
2ANNOTATED BIBLIOGRAPHYrelated to L2 reading comprehension but its relation with the listening comprehension wascompared between the two groups. The individual distinction between the two groups in orallanguage skills were considered as the key factors. This consideration had shed light on thedifference in language groups in the levels of text comprehension. Babayiğit, S. (2015). The relations between word reading, oral language, andreading comprehension in children who speak English as a first (L1) and second language(L2): A multigroup structural analysis.Reading and Writing,28(4), 527-544.This particular study had compared the reading and oral language skills of childrenwhose first (L1) and second (L2) language was English. It was examined if the intensity ofrelation between word reading, reading comprehension and oral language was equivalentbetween the two groups. There were 183 L1 and L2 participants selected for this study inEngland. It was predictable that there would be a remarkable advantage in first language as orallanguage and reading understanding. However, this will not be applicable for word reading. It can be evaluated from the findings that the analysis of multi group structure possessedthe power of relationships between oral speech and reading. These two were comparativelyinvariant between the two groups. It can be stated that the oral language was the most powerfulforecaster in both groups for comprehension reading level. In addition to all these facts, the skillsof weaker oral English language described the poorer performance of L2 learners. The summaryof this outcome had underpinned the significance of assisting oral language development amongthe learners of minority language.
3ANNOTATED BIBLIOGRAPHYConrad, A. L., McCoy, T. E., DeVolder, I., Richman, L. C., & Nopoulos, P. (2014). Readingin subjects with an oral cleft: Speech, hearing and neuropsychologicalskills.Neuropsychology,28(3), 415.The objective of this article was to evaluate hearing, speech and neuropsychological bycorrelating among children and the young adults who had non-syndrome cleft or their lips orpalate (NSCL/P). The method of all type of tests was conducted in the Midwestern universityhospital. The study was conducted in the age group of 7- 26 years. The subjects were analyzedcompletely on a battery of standardized tests to scrutinize aptitude, word reading andneuropsychological skills. The respondents went through speech assessment and past audiologyrecords for assessment. It was found out from this study that with the control over age and socioeconomic status,the students who had cleft or reading deficits could not be related to the measures of hearing andspeech. However, they were related with mutilation in their auditory memory. From the analysis,it can be concluded that there were weaker reading among those respondents who had clefts orNSCL/P in comparison to those who were fit and fine. There is still a scope to continue with thisresearch to focus among correlates of reading among those with clefts. It would be helpful forprevention of the risk at an early stage. Ekstrand, M. D. (2017). Challenges in Evaluating Recommendations for Children.This particular article has stated that the research and development of recommendersystem cannot progress without huge evaluation strategies. There are several evaluationstrategies, which were effective in arranging and examining the recommenders. This testing canbe done for the generic audiences, recommendations related to children which come in the form
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