Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach
Reading and writing are fundamental cultural language skills crucial for academic success. Although writing a text is cognitively more demanding than reading, both activities share underlying linguistic and cognitive components. This paper aims to determine whether differences exist in the character...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Facultad de Lenguas. Universidad Nacional del Comahue
2024
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| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5595 |
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I22-R128-article-5595 |
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I22-R128-article-55952024-11-30T03:58:23Z Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach Producción de textos argumentativos en educación secundaria de acuerdo con el desempeño en comprensión: una aproximación psicolingüística Chimenti, María de los Ángeles Abusamra, Valeria writing reading comprehension persuasive discourse reading writing connections escritura comprensión de textos argumentación vínculos comprensión-producción Reading and writing are fundamental cultural language skills crucial for academic success. Although writing a text is cognitively more demanding than reading, both activities share underlying linguistic and cognitive components. This paper aims to determine whether differences exist in the characteristics of argumentative texts produced by secondary school students based on their reading comprehension performance. To this end, 59 Argentinean students were evaluated using a comprehension test and an argumentative text production test. Based on the comprehension test results, subgroups of high and low comprehension performance were identified. The low comprehension subgroup produced texts without considering the rhetorical aspects of the task, while the high comprehension subgroup wrote more adequate and higher quality argumentative texts. These findings contribute to the study of the relationship between comprehension and text production, an area insufficiently developed in Spanish research. Additionally, they may inform the development of teaching strategies, particularly for secondary school students facing difficulties. La lectura y la escritura son habilidades lingüísticas culturales fundamentales para el éxito académico. Si bien producir un texto es una actividad cognitivamente más costosa que comprenderlo, ambas actividades comparten componentes lingüísticos y cognitivos subyacentes. El objetivo de este trabajo es determinar si existen diferencias en las características de los textos argumentativos producidos por estudiantes de escuela secundaria de acuerdo con su desempeño en comprensión. Para ello, se evaluó a 59 estudiantes argentinos con una prueba de comprensión y otra de producción de textos argumentativos. Sobre la base de la primera, se identificó un subgrupo de alto y otro de bajo desempeño en comprensión. Mientras que el subgrupo de bajo desempeño en comprensión escribió sin considerar los aspectos retóricos involucrados en la consigna, el subgrupo de alto desempeño en comprensión produjo textos argumentativos que resultaron, en general, más adecuados y de mayor calidad. Estos hallazgos constituyen un aporte al estudio de los vínculos entre comprensión y producción de textos, un área insuficientemente desarrollada en la investigación en español. Además, pueden contribuir a la formulación de estrategias de enseñanza, en particular para estudiantes de escuela secundaria con dificultades. Facultad de Lenguas. Universidad Nacional del Comahue 2024-11-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5595 10.5281/zenodo.14034001 Quintú Quimün. Revista de lingüística; No. 8 (2) (2024); Q103 Quintú Quimün. Revista de lingüística; Núm. 8 (2) (2024); Q103 2591-541X spa https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5595/62489 https://creativecommons.org/licenses/by-nc-sa/4.0 |
| institution |
Universidad Nacional del Comahue |
| institution_str |
I-22 |
| repository_str |
R-128 |
| container_title_str |
Repositorio de Revistas Electrónicas REVELE (UNComahue) |
| language |
Español |
| format |
Artículo revista |
| topic |
writing reading comprehension persuasive discourse reading writing connections escritura comprensión de textos argumentación vínculos comprensión-producción |
| spellingShingle |
writing reading comprehension persuasive discourse reading writing connections escritura comprensión de textos argumentación vínculos comprensión-producción Chimenti, María de los Ángeles Abusamra, Valeria Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach |
| topic_facet |
writing reading comprehension persuasive discourse reading writing connections escritura comprensión de textos argumentación vínculos comprensión-producción |
| author |
Chimenti, María de los Ángeles Abusamra, Valeria |
| author_facet |
Chimenti, María de los Ángeles Abusamra, Valeria |
| author_sort |
Chimenti, María de los Ángeles |
| title |
Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach |
| title_short |
Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach |
| title_full |
Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach |
| title_fullStr |
Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach |
| title_full_unstemmed |
Writing of Argumentative Texts in Secondary Education According to Performance in Reading Comprehension: A Psycholinguistic Approach |
| title_sort |
writing of argumentative texts in secondary education according to performance in reading comprehension: a psycholinguistic approach |
| description |
Reading and writing are fundamental cultural language skills crucial for academic success. Although writing a text is cognitively more demanding than reading, both activities share underlying linguistic and cognitive components. This paper aims to determine whether differences exist in the characteristics of argumentative texts produced by secondary school students based on their reading comprehension performance. To this end, 59 Argentinean students were evaluated using a comprehension test and an argumentative text production test. Based on the comprehension test results, subgroups of high and low comprehension performance were identified. The low comprehension subgroup produced texts without considering the rhetorical aspects of the task, while the high comprehension subgroup wrote more adequate and higher quality argumentative texts. These findings contribute to the study of the relationship between comprehension and text production, an area insufficiently developed in Spanish research. Additionally, they may inform the development of teaching strategies, particularly for secondary school students facing difficulties. |
| publisher |
Facultad de Lenguas. Universidad Nacional del Comahue |
| publishDate |
2024 |
| url |
https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5595 |
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