Causal connective expressions in textbooks written in Spanish: A comparative study of four primary school subjects

Covarrubias, Andrea Santana; Ibáñez, Romualdo; Nahuelquín, Fernando Moncada; Zamora, Juan

doi:10.1016/j.pragma.2021.06.010

Cited by 3 publications

(2 citation statements)

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“…We expected the most frequent coherence relations to be more easily processed and better comprehended than the least frequent ones. Moreover, assuming that knowledge is transmitted differently depending on the context and, for that reason, coherence relations vary across school subjects (Ibáñez et al, 2019;Santana, Ibáñez, Moncada & Zamora, 2021), we selected the most and the least frequent coherence relations used in three school subjects (i.e., History, Language and Science).…”

Section: Methodsmentioning

confidence: 99%

“…In consequence, it could be claimed that when students read the Act part of the relation, they activate their schematic knowledge about the relation and expect to find next either the reason why such action was developed or the goal it pursued. In addition, given that the Reason or Purpose part of the relation is explicitly introduced by the connective expressions ya que ('since') or porque ('because') and para + infinitivo ('to + infinitive') respectively (Santana et al, 2021), expectations about the information to come are fit in from the very beginning of S2. Therefore, the cognitive load is reduced, and the integration of both segments seems to be facilitated, which in turn, leads to shorter reading times, as observed in our data.…”

Section: Differences By School Subjectmentioning

confidence: 99%

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The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students’ performance

Ibáñez

Nahuelquín²,

Covarrubias

2021

Rev. signos

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Previous corpus-based studies (Ibáñez, Moncada & Cárcamo, 2019) have identified the most and the least frequent coherence relations in Chilean primary school textbooks. Based on these findings, in this study, we explored the effect of exposure to coherence relations on their processing and comprehension. We expected the most frequent coherence relations in school textbooks to be more easily processed and better comprehended than the least frequent ones. Our expectation is explained by integrating the Language Experience (LE) hypothesis (Nippold & Taylor, 2002) and the Schematic Structural Expectations (SSE) hypothesis (Mulder, 2008). A self-paced reading experiment with a within-subjects design and cumulative window paradigm was carried out. One hundred and thirty-eight participants (12-14 years old), attending Chilean schools participated in the experiment. Each of them read 30 experimental items in two different sessions. Results revealed, in the first place, low levels of reading comprehension achievement. General results also showed that, although participants read the most frequent coherence relations slower than the least frequent ones, they comprehended them better. Analysis showed different patterns depending on the subject, which demonstrated that our expectations were partially fulfilled.

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Section: Methodsmentioning

confidence: 99%

Section: Differences By School Subjectmentioning

confidence: 99%

The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students’ performance

Ibáñez

Nahuelquín²,

Covarrubias

2021

Rev. signos

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Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas

Meneses,

Arriagada,

Caro

et al. 2023

International Review of Applied Linguistics in Language Teaching

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This study focuses on connectives, linguistic devices that signal relations between ideas. Connective knowledge varies widely across grades and is known to support reading comprehension and school writing. Despite the important role that connective knowledge plays in reading and writing, few resources exist to support teachers in understanding which connectives to prioritize in Spanish literacy instruction. In this study we combined a secondary analysis of midadolescents’ connective assessment data (810 students in grades 4–8) with a corpus linguistics frequency analysis of connectives in Chilean national science and social studies textbooks (1,079,593 total words), with the goal of generating a pedagogically relevant tool to support the instruction of connectives in Spanish literacy across content areas. To generate the Connective Frequency Bands Tool, we first examined the role of grade and connective type in midadolescents’ connective knowledge. Secondly, we examined associations between students’ knowledge and textual frequencies across content areas for each connective included in the assessment. Finally, informed by midadolescents’ connective knowledge and by the corpus linguistics analysis of science and social studies textbooks from grades 1–8, we generated the Connective Frequency Bands Tool listing connectives frequencies by grade, connective type, and content area.

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Análisis automático de la complejidad sintáctica de textos escolares

Ibáñez

Zamora

Correa

et al. 2022

Círc. lingüíst. apl. comun.

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El objetivo del presente estudio fue comparar, por medio de una herramienta de análisis automático, la complejidad sintáctica de los textos utilizados para comunicar el conocimiento en los textos escolares de tres asignaturas de educación básica o primaria (Lenguaje y Comunicación, Ciencias Naturales e Historia Geografía y Ciencias Sociales). Para ello, se recolectó un corpus compuesto por 2121 instancias del género Exposición de Contenido (Ibáñez, Moncada, Cornejo y Arriaza, 2017), presentes en los textos escolares de sexto, séptimo y octavo básico, entregados por el Estado de Chile a las y los estudiantes de colegios públicos. Tales instancias fueron sometidas a un análisis automático, por medio de un algoritmo que permite identificar las relaciones de dependencia sintáctica entre los constituyentes de una oración y, del mismo modo, calcular la Longitud de Dependencia Sintáctica (LDS) promedio de la misma. Los resultados revelaron que la LDS promedio de los textos analizados, correspondientes a diferentes cursos y asignaturas es homogéneamente baja. Del mismo modo, se observó que no existe un patrón de complejización a medida que avanzan los cursos. También quedó en evidencia que, si bien no fue posible apreciar patrones disciplinares que permitieran determinar la existencia de asignaturas con mayor CS, si existe una tendencia que sitúa a Historia Geografía y Ciencias Sociales como la más compleja de las asignaturas analizadas, en términos de configuración sintáctica.

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Causal connective expressions in textbooks written in Spanish: A comparative study of four primary school subjects

Cited by 3 publications

References 45 publications

The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students’ performance

The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students’ performance

Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas

Análisis automático de la complejidad sintáctica de textos escolares

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Causal connective expressions in textbooks written in Spanish: A comparative study of four primary school subjects

Cited by 3 publications

References 45 publications

The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students&#8217; performance

The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students&#8217; performance

Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas

Análisis automático de la complejidad sintáctica de textos escolares

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The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students’ performance

The effect of exposure to coherence relations on its processing and comprehension: Exploring Chilean primary school students’ performance