Ellen Bialystok, 1988. Aspects Of Linguistic Awareness In Reading Comprehension di Universitas York. Annual Review of Applied Linguistics, pp. 123-139.
By: Wella Cisilya Putri
University Lancang Kuning
This article is entitled Aspects of Linguistic Awareness in Reading Comprehension at the University of York and there are sixteen pages of the linguistic annual review of applied by Cambridge University Press, namely Ellen Bialystok in 1988. This research is about Linguistic awareness and reading. In the introductory section, the author says that the relationship between reading comprehension and linguistic awareness has been done through metalinguistic tasks that control children's reading comprehension. To measure the level of students' reading comprehension, the expert opinion explained that the relationship between linguistic awareness and reading focused awareness and the direction of the cause and effect relationship between these two abilities. This study refers to students at the age of 8-11 years consisting of students who lack reading and readers say. Then the author states that students who are better at performing tasks are children who say they are because they work with better control than children who are less read.
This study discusses the components in the process of skills that underlie students in reading and working on metalinguistic tasks. Further explanation of the relationship between these problems will contribute to supporting students with assistance and developing children's skills. The method used by researchers in the metalinguistic method, which is a branch of linguistics that discusses language and evaluates with other cultural behaviors. From this method, the researcher conducted an oral test of linguistic sensitivity. There, students support with the knowledge and process of reading test control, and intelligence tests to increase students' reading skills.
Ellen Bialystok is a Canadian psychologist and professor. She carries the rank of Distinguished Research Professor at York University, in Toronto, and is also an Associate Scientist at the Rotman Research Institute of the Baycrest Centre for Geriatric Care. She received her Ph.D. from the University of Toronto in 1976 with a specialization in cognitive and language development in children. She has also studied aspects of language acquisition in children, both in written and verbal forms, and how bilingualism might affect these processes.
The data collector and research analysis are managing two group assignments consisting of Gates-Macginitie reading test and grammar assessment assignments. Then after this, students are individually tested on assignments in a fixed order: a range of backward numbers, a block of design, and an assessment of the form of meaning. Examples of reading the information provided in the form of graphical and semantic samples. The author says that most students have a low correlation but lead in a positive direction. Stronger correlations have been found only when linguistic measures have sufficient awareness in reading such as decoding. This is also the case with the inter-isolation between various metalinguistic tests that require students in a high level of control so students can focus on a more general strategy that is focusing on meaning.
The data collector and research analysis are managing two group assignments consisting of Gates-Macginitie reading test and grammar assessment assignments. Then after this, students are individually tested on assignments in a fixed order: a range of backward numbers, a block of design, and an assessment of the form of meaning. Examples of reading the information provided in the form of graphical and semantic samples. The author says that most students have a low correlation but lead in a positive direction. Stronger correlations have been found only when linguistic measures have sufficient awareness in reading such as decoding. This is also the case with the inter-isolation between various metalinguistic tests that require students in a high level of control so students can focus on a more general strategy that is focusing on meaning.
There are several problems in metalinguistic tasks that require linguistic knowledge. In observing tasks such as correcting sentences, segmenting text, and generating responses that match categories such as poems or synonyms. In this case, the structure of the language depends on the child's explicit knowledge. And it was found that students only focused on meaning and ignored cohesive systems such as separate words, especially functors. In addition, randomizing sentences and deleting their meanings effectively reduces control in calculating the correct number of words by correcting deviant sentences. The author states that one reading model that can be useful in the reading process depends on aspects of basic memory, aspects of assessment, and certain integration. Observation reports and document reviews show students have adjusted their reading style.
This article found several technical errors, including Abstracts that did not provide keywords for the article. The layout of the citations of researchers overlaps so that it is difficult to understand the purpose and points in the article. Next, at least space for an explanation of the graph so that it intersects the previous sentence. Research only focuses on the task without further explanation. Finally, in this study, it was found that there is no clarity in what role will be used to link skills, reading and what linguistic processes are common to metalinguistics.
Komentar
Posting Komentar