Browsing by Author "Aravena, Soledad"
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- ItemDesarrollo léxico tardío en textos explicativos de estudiantes secundarios: análisis de adjetivos.(2020) Aravena, Soledad; Quiroga, Riva
- ItemDevelopment of Lexic Complexity in Two Genres Written by Students of Different Socioeconomic Groups(2018) Aravena, Soledad; Quiroga Moya, Riva Paz
- ItemDevelopment of Linguistic and Reading Skills and Their Relationship to the Comprehension of Narrative and Expository Texts in Second and Third Grade Students(2023) Quezada, Camilo; Aravena, Soledad; Maldonado, Marcela; Julia Coloma, CarmenThe aim of the present study was to examine reading comprehension in relation to the linguistic and reading skills commonly observed in the literature: prosody, vocabulary, grammar, listening comprehension, accuracy, and reading speed. Specifically, we sought to 1) determine how the selected language and reading skills influence text comprehension; 2) determine whether this influence varies when comparing second and third grade students; and 3) observe whether the influence of the selected skills differs depending on genre (narrative or expository text). The final sample consisted of 297 second and third graders (136 and 161, respectively) from two private schools in Santiago, Chile. The results showed that the influence of the assessed skills on reading comprehension varied according to school level (smaller effect in second grade) and text type (smaller effect for narrative texts). In general, vocabulary and listening comprehension were the two skills with the greatest influence on reading comprehension. No relevant effect of reading accuracy or speed on comprehension was observed. It is concluded that once a certain level of basic literacy is reached, the skills that most influence reading comprehension are linguistic skills, and that these show a consolidation in the third grade that may be related to cognitive maturation.
- ItemDevelopment of syntactic complexity in narrative and explicative texts written by high school students(University of Chile, 2016) Aravena, Soledad; Hugo, EvelynThe study aimed to know how some syntactic complexity resources are manifested in narrative and explicative texts written by students from three school levels and two socioeconomic groups. 240 texts were analysed using measures of productivity, syntactic density and connectivity, which were labelled with CLAN (Computerized Language Analysis, CHILDES Project). The results show that both the socioeconomic factor and age group/grade level impact significantly in productivity (number of clause-packages, CP), syntactic density (number of clauses per CP) and connectivity (types of interclausal relationships). Also, the discourse genre is revealed as a significant factor in connectivity, as explicative texts meet the highest proportion of interclausal complex relationships, particularly hypotaxis. The findings reaffirm the important role of syntax in developing writing skills, command of genres and late language development in general.