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

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dc.catalogadorpva
dc.contributor.authorMeneses, Alejandra
dc.contributor.authorArriagada Anabalon, Silvana Belén
dc.contributor.authorCaro, Sebastián
dc.contributor.authorBaeza Retamal, Felipe Andrés
dc.contributor.authorUcelli, Paola
dc.date.accessioned2024-03-15T14:36:15Z
dc.date.available2024-03-15T14:36:15Z
dc.date.issued2023
dc.description.abstractThis 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.
dc.description.funderANID/ CONICYT FONDECYT
dc.fechaingreso.objetodigital2024-03-15
dc.fuente.origenORCID
dc.identifier.doi10.1515/iral-2023-0013
dc.identifier.urihttps://doi.org/10.1515/iral-2023-0013
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/84481
dc.information.autorucFacultad de Educación; Meneses, Alejandra; 0000-0002-6563-5117; 16566
dc.information.autorucEscuela de Ingeniería; Arriagada Anabalon, Silvana Belén; S/I; 220458
dc.information.autorucFacultad de Educación; Baeza Retamal, Felipe Andrés; S/I; 1032612
dc.issue.numero1
dc.language.isoen
dc.nota.accesoContenido parcial
dc.pagina.final135
dc.pagina.inicio105
dc.revistaInternational Review of Applied Linguistics in Language Teaching
dc.rightsacceso restringido
dc.subjectConnectives
dc.subjectTextbooks
dc.subjectAcademic language
dc.subjectLanguage development
dc.subjectCorpus linguistic
dc.subject.ddc400
dc.subject.deweyLenguases_ES
dc.subject.ods04 Quality education
dc.subject.odspa04 Educación de calidad
dc.titleConnective frequency bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas
dc.typeartículo
dc.volumen62
sipa.codpersvinculados16566
sipa.codpersvinculados220458
sipa.codpersvinculados1032612
sipa.trazabilidadORCID;2024-03-11
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