Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas
Abstract
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.
Funding source: ANID/ CONICYT FONDECYT REGULAR
Award Identifier / Grant number: 1200882
Funding source: David Rockefeller Center for Latin American Studies
Award Identifier / Grant number: Harvard–Chile Innovation Initiative
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Research funding: This work was funded by ANID/ CONICYT FONDECYT REGULAR 1200882 and David Rockefeller Center for Latin American Studies under Harvard–Chile Innovation Initiative.
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Supplementary Material
This article contains supplementary material (https://doi.org/10.1515/iral-2023-0013).
© 2023 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
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- Editorial
- Introduction: textual analysis to inform language learning and teaching
- Research Articles
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- Group trends and individual variability in writing development: a descriptive grammatical complexity analysis
- Exploring individual longitudinal development in a corpus of ‘natural’ disciplinary writing: what could it mean for teaching?
- The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance
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- Lexical complexity in exemplar EFL texts: towards text adaptation for 12 grades of basic English curriculum in China
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Articles in the same Issue
- Frontmatter
- Editorial
- Introduction: textual analysis to inform language learning and teaching
- Research Articles
- Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement
- Group trends and individual variability in writing development: a descriptive grammatical complexity analysis
- Exploring individual longitudinal development in a corpus of ‘natural’ disciplinary writing: what could it mean for teaching?
- The development of syntactic complexity of Chinese JFL learners based on Mean Dependency Distance and Mean Hierarchical Distance
- Connective Frequency Bands informed by textbook frequencies and midadolescents’ knowledge of connectives: a tool to support Spanish literacy instruction across content areas
- Lexical complexity in exemplar EFL texts: towards text adaptation for 12 grades of basic English curriculum in China
- Sub-disciplinary variation of metadiscursive verb patterns in English research articles: a functional analysis of medical discourse