Browsing by Author "Acevedo, Daniela"

Now showing 1 - 4 of 4
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    Academic Language as a Predictor ofreading Comprehension in Monolingual Spanish-speakingreaders: Evidence From Chilean Early Adolescents
    (2018) Meneses, Alejandra; Uccelli, Paola; Veronica Santelices, Maria; Ruiz, Marcela; Acevedo, Daniela; Figueroa Miralles, Javiera
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    Cross-disciplinary language changes in 4th graders as a predictor of the quality of written scientific explanation
    (2023) Hugo Rojas, Evelyn Susana; Meneses, Alejandra; Montenegro, Maximiliano; Acevedo, Daniela; Figueroa, Javiera
    Upper elementary students face conceptual and linguistic challenges when writing in science. One way to scaffold science writing is the explicit teaching of cross-disciplinary language. Limited research has explored the dynamics of these language changes in instructional contexts. This study examines the micro-developmental changes in cross-disciplinary language skills and their contributions to the quality of 191 science explanations written by 65 fourth graders that participated in language and literacy-based instruction. The instruction’s pedagogical design was focused on writing-to-learn and learning-to-write the scientific explanation genre. Each student wrote an initial, a scaffolded draft, and a final explanation that was scored for scientific quality and productive cross-disciplinary language skills. Students’ prior and final scientific knowledge was also measured. The results showed large instruction size effects on the scientific quality (0.71), productive cross-disciplinary language skills (0.46), and explanation length (0.64). Stepwise regression analysis showed that prior and final science knowledge and productive cross-disciplinary language skills significantly predict the quality of the final explanation (R2 = .704, F(11,38) = 9.03, p < .000). This research offers evidence of the dynamic relationships between language, literacy, and science in contexts of explicit cross-disciplinary language instruction for disciplinary literacy and learning.
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    Gramática para profesores: consideraciones metalingüísticas para el aprendizaje
    (Ediciones UC, 2017) Meneses Arévalo, Alejandra Cecilia; Hugo Rojas, Evelyn Susana; Acevedo, Daniela; Ávila Reyes, Natalia
    Gramática para profesores: consideraciones metalingüística para el aprendizaje, plantea que la gramática vuelva a las escuelas y a las aulas de una nueva manera no normativa ni correctiva, sino como una herramienta que permite pensar la lengua y la experiencia de comunicar de una forma efectiva y competente. Este desafí­o requiere la articulación de una gramática especialmente pensada para la escuela, descriptiva, funcional y con un fuerte sentido pedagógico. ¿Por qué una gramática para profesores? El libro propone un conjunto de nociones para que los profesores puedan movilizar el aprendizaje de la gramática en la escuela y construir conocimiento y promover el desarrollo de la lengua a partir de la interacción entre la teorí­a y la práctica educativa. El conocimiento gramatical que plantea este libro está dirigido a profesores en ejercicio, elaboradores de material pedagógico, capacitadores en docencia y otros profesionales del área, y colabora muy significativamente en la construcción del conocimiento lingüí­stico de los estudiantes, en el mejor desarrollo de sus capacidades de comprensión y producción de textos y en la habilidad de pensar sobre el lenguaje.
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    Sintagmas nominales y su contribución a la calidad de explicaciones científicas escritas por estudiantes de 4° grado: hacia la precisión conceptual
    (Universidad Católica Silva Henríquez, 2024) Meneses Arevalo, Alejandra Cecilia; Hugo Rojas, Evelyn Susana; Acevedo, Daniela; Valenzuela Calquin, Macarena Andrea; Martínez, Valentina
    Students begin to deploy grammatical resources during middle school for increased conceptual precision. Nominal groups (NG) are a syntactic resource used to specify the entities introduced in the discourse, providing greater lexical density and disciplinary accuracy. Although there has been research on the extension and complexity of NGs in non-disciplinary analytic genres, their contribution to the quality of disciplinary genres has been minimally explored. This study analyzed the NGs used in 243 scientific explanations written by 66 4th graders in four moments of a learning sequence about scientific explanations. The contribution of NGs to the quality of these explanations was also determined. NGs were identified and classified according to their structural composition, and their length and the diversity of NGs in each explanation were calculated. The results show significant differences in all NGs for all moments, with larger effects between moments 1 and 4. The regression models evidenced that, in the first unit, NG diversity and the use of simple NGs were predictors of the quality of the explanations (R2 = 0.40), while, for the second unit, NG diversity and the use of extended complex nominal NGs contributed to quality (R2 = 0.27), although the latter with a negative coefficient. These results highlight the connections between syntax, genre, and microdevelopmental language trajectories relevant to be considered in instructional proposals for students beginning disciplinary literacy.