ANNOTATED BIBLIOGRAPHY - evaluative/critical

Thesis Proposal Title: The Cause of Poor Reading Comprehension in Narrative Text among Low Achiever of
10th Graders

Note out the following aspects when you create your annotations
Scientific article:
 Purpose/focus/objectives of the discussion
 Method of research (for research-based articles)/ how the discussion is organized (for theoretical/conceptual)
 Results (for research-based articles only), scope and limitations of the discussion
 Evaluation of significance/importance of the article (one that is mentioned in the article + your own
evaluation)
Book/ Book chapter:
 Focus of the discussion/ main issue being discussed
 How the ideas are organized
 Evaluation of significance/importance of the book/ book chapter (one that is mentioned by the author + your
own evaluation)
HANIIFA MAYA N
21020084078
READING FOR REASEACR 2021D
No Annotated Bibliography
1 (Li et al., 2021) “Exploring sources of poor reading comprehension in English language learners” From The
International Dyslexia Association 2021, Annals of Dyslexia (2021) 71:299–321

The aim of Li et al’s article is to investigate group differences across a wide range of reading
comprehension skills in Chinese-speaking ELLs in Grades 4, 5, and 6. As a comparison group, EL1s in
the same grades were included. In their essay, “Exploring sources of poor reading comprehension in
English language learners” claim that there are considerable differences in oral language and
metalinguistic skills between ELL poor and average comprehends, as well as between ELL and EL1
poor comprehends. Li et al Li and colleagues Within each language group, three categories of
comprehenders (poor, average, and good) were determined using a regression technique based on age,
nonverbal reasoning, word reading accuracy, and word reading fluency. According to Li et al, Poor
comprehenders outperformed good comprehenders on all items except vocabulary depth and syntactic
awareness when the three ELL comprehender groups were compared. Notably, weak comprehenders
outperformed ordinary comprehenders in two oral language abilities, vocabulary breadth and listening
comprehension, as well as morphological awareness. This is a very informative article because it
sought to identify the cause of poor reading comprehension between poor, average, and good
comprehenders. Additionally, I can use this article as a foundation of knowledge for my research. But,
it seems this research cannot be generalized since the subject of this research is only Chinese students,
which is different from the characteristics of Indonesian students.

Purple = Purpose

Red = Main idea

Blue = Research method

Green = Result

This assignment is given on May 26th, 2023 and has to be submitted before June 9th, 2023 via gdrive link:
https://drive.google.com/drive/folders/1UIReXR2rflFX-pkDL3PEATHuBhG0_GQB?usp=share_link
 Underlined words = my own opinion.

2 (Diuk et al., 2019) “Reading Difficulties in Low-SES Children: A Study of Cognitive Profiles” From JOURNAL OF
COGNITION AND DEVELOPMENT 2019, VOL. 20, NO. 1, 75–95

The purpose of this study is to investigate the cognitive profile of children from low-income families who score
poorly in reading even when compared to their classmates from similar low-income households. In their
article, “Reading Difficulties in Low-SES Children: A Study of Cognitive Profiles” claim that When compared to
children of the same chronological age, children growing up in poverty were shown to have deficiencies in
most reading-related abilities, indicating that they represent a subpopulation of cognitively fragile youngsters.
Diuk et al in their article used quantitative study with reading test as their instrument. According to Diuk et al,
children in the Reading Difficulties group only achieved significantly lower scores in phoneme segmentation
and letter-sound recognition tasks when compared to youngsters in the Reading Age-matched control group.
Low-income children growing up in poverty have different cognitive profiles than middle-income children with
dyslexia. The article is quite fascinating because it examines reading challenges in students from middle-
income families and then explains clearly the relationship between economic status and reading ability.
However, the poverty levels of the children included in the studies should be considered because poverty in
Latin America may not be the same as poverty in the Indonesia.

Purple = Purpose

Red = Main idea

Blue = Research method

Green = Result

Underlined words = my own opinion.

3 (Capin et al., 2022) “Understanding the nature and severity of reading difficulties among students
with language and reading comprehension difficulties” From Annals of Dyslexia (2022) 72:249–275 Vol.:
(0123456789) https://doi.org/10.1007/s11881-022-00255-3

The purpose of this study was to look for the presence of word reading difficulties in a sample of
students in Grades 1-4 (n=357) who had been diagnosed with language and reading comprehension
difficulties. In their article “Understanding the nature and severity of reading difficulties
among students with language and reading comprehension difficulties” Despite the fact that the
participant screening procedures did not directly evaluate word reading, the majority of kids (51%)
with language and reading comprehension difficulties indicated significant risk in word reading (more
than 1 SD below the mean). This exploratory study builds on previous research by employing a
person-centered approach to characterize the reading abilities of a linguistically varied sample of
elementary pupils in Grades 1 through 4 who have been identified as having language and reading
comprehension difficulties. According to Diuk et al, when students were divided into subgroups based
on their performance in listening comprehension (LC) and word reading (WR), three latent profiles
emerged: (1) severe difficulties in LC and moderate difficulties in WR (11%), (2) mild difficulties in
both LC and WR (50%), and (3) moderate difficulties in LC and mild difficulties in WR (39%).
Notably, despite the fact that students were identified for participation based on weak oral language
and reading comprehension ability, all profiles indicated some degree of word reading difficulty. There

This assignment is given on May 26th, 2023 and has to be submitted before June 9th, 2023 via gdrive link:
https://drive.google.com/drive/folders/1UIReXR2rflFX-pkDL3PEATHuBhG0_GQB?usp=share_link
 were differences in age and performance on measures of working memory, nonverbal reasoning, and
reading comprehension skills amongst profiles. This article discusses the division and severity of the
level of comprehension of primary school students, which gives an understanding that difficulties in
understanding reading have levels. This article can be used as fundamental knowledge for my research.

Purple = Purpose

Red = Main idea

Blue = Research method

Green = Result

Underlined words = my own opinion.

4 (Fitri et al., 2022) “An Analysis of Students’ Difficulties in Reading Comprehension of Descriptive Text” From
Journal of English Language and Education ISSN 2597- 6850 (Online), 2502-4132 (Print) Journal Homepage:
https://jele.or.id/index.php/jele/index

This study intends to describe the type of difficulty encountered by students in eighth grade at SMPN 1
Sintoga in reading comprehension of descriptive literature. Fitri et al, in their article the test results
revealed that the majority of the eighth-grade students at SMPN 1 Sintoga had difficulty answering
topics (76%), primary ideas (72%), word references (79%), location information (62%), and references
80%. This was a quantitative descriptive research. The pupils in grade VIII at SMPN1 Sintoga
comprised the study's population. This school had five eighth-grade classes, which served as the
study's population. The five classes had a total of 148 pupils. The researcher employed simple random
sampling to collect samples. The instruments utilized in this study were a test and a questionnaire. The
researcher used a reading comprehension exam to obtain data for this study. According to Fitri et al,
Some pupils struggled to achieve the inference for the reading comprehension test. The pupils in this
study always have difficulty with language, topic and genre, comprehension assignment, negative
expectation, vocabulary, and reading strategies. Based to the students' comments in the questionnaire,
they had issues understanding language students frequently had challenges. Topic and genre are often
challenging for students, comprehension tasks are sometimes tough for students, negative expectations
are frequently difficult for students, vocabulary is sometimes difficult for students, and reading tactics
are sometimes difficult for students. This article discusses the difficulties encountered by students in
reading descriptive texts well in terms of sampling and selection of instruments, but with the research
method used being quantitative, the researchers could not get more in-depth data about the difficulties
encountered by students in the reading of descriptive texts.

Purple = Purpose

Red = Main idea

Blue = Research method

Green = Result

Underlined words = my own opinion.

5 (Septia et al., 2022) “An Analysis of Students’ Difficulties in Reading Comprehension” From EEdJ: English
This assignment is given on May 26th, 2023 and has to be submitted before June 9th, 2023 via gdrive link:
https://drive.google.com/drive/folders/1UIReXR2rflFX-pkDL3PEATHuBhG0_GQB?usp=share_link
 Education Journal ISSN: 2807-2065 Vol. 2, No. 1, 2022, Hal. 11-22 DOI 10.32923/eedj.v2i1.2519

The purpose of this research is to identify the elements that contribute to students' challenges in learning
reading comprehension at a public high school in Bangka. In their article, Septia et al argue that students
reported difficulty answering main idea questions (53,67%), vocabulary questions (47,84%), and making
inference questions (45,34%). Students in the eighth grade in Bangka were the subjects of this investigation.

The descriptive qualitative approach was employed. After obtaining the students' test scores, the
obstacles encountered by the pupils were examined. The amount of problems was then determined by
tabulating and calculating the results. According to Septia et al, Four reasons were discovered to be
causing the students' challenges, including students' motivation in learning reading since they lacked
the drive to study English texts and were uninterested in reading. The second factor was the students'
difficulty interpreting the text and translating it into English. The third problem was a lack of facilities
at their school, which did not offer students with enough reading material. The final aspect was the
home environment; the function of a parent at home in providing kid support was critical. This article
discusses the difficulties encountered by students in reading well in terms of sampling and selection of
instruments, but the researchers here discuss the difficulties faced by learners in reading in a general
and non-specific way.

Purple = Purpose

Red = Main idea

Blue = Research method

Green = Result

Underlined words = my own opinion.

References

Capin, P., Gillam, S. L., Fall, A. M., Roberts, G., Dille, J. T., & Gillam, R. B. (2022). Understanding the nature and
severity of reading difficulties among students with language and reading comprehension difficulties. Annals of
Dyslexia, 72(2), 249–275. https://doi.org/10.1007/s11881-022-00255-3
Diuk, B., Barreyro, J. P., Ferroni, M., Mena, M., & Serrano, F. (2019). Reading Difficulties in Low-SES Children: A Study
of Cognitive Profiles. Journal of Cognition and Development, 20(1), 75–95.
https://doi.org/10.1080/15248372.2018.1545656
Fitri, W., Eliza, Irwandi, & Safitri, L. (2022). An analysis of students’ difficulties in reading comprehension of
descriptive text. Journal of English Langaugeand Education, 7(2), 52–67.
Li, M., Geva, E., D’Angelo, N., Koh, P. W., Chen, X., & Gottardo, A. (2021). Exploring sources of poor reading
comprehension in English language learners. Annals of Dyslexia, 71(2), 299–321.
https://doi.org/10.1007/s11881-021-00214-4
Septia, N. W., Indrawati, I., Juriana, J., & Rudini, R. (2022). An Analysis of Students’ Difficulties in Reading
Comprehension. EEdJ: English Education Journal, 2(1), 11–22. https://doi.org/10.32923/eedj.v2i1.2519

This assignment is given on May 26th, 2023 and has to be submitted before June 9th, 2023 via gdrive link:
https://drive.google.com/drive/folders/1UIReXR2rflFX-pkDL3PEATHuBhG0_GQB?usp=share_link