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...
Guardado en:
| Autores principales: | , |
|---|---|
| Formato: | Artículo revista |
| Lenguaje: | Español |
| Publicado: |
Facultad de Lenguas. Universidad Nacional del Comahue
2024
|
| Materias: | |
| Acceso en línea: | https://revele.uncoma.edu.ar/index.php/lingustica/article/view/5595 |
| Aporte de: |
| Sumario: | 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. |
|---|