The Use of Commas in Secondary-Education Students and Its Relationship with Reading Comprehension: The Case of Spanish
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Altres documents de l'autoria: Marcet, Ana; Moreno, Verónica; Rodríguez-Gonzalo, Carmen; Perea, Manuel
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INVESTIGACIONMetadades
Títol
The Use of Commas in Secondary-Education Students and Its Relationship with Reading Comprehension: The Case of SpanishData de publicació
2022-11ISSN
2076-3425Cita bibliogràfica
Marcet, A.; Moreno, V.; Rodríguez-Gonzalo, C.; Perea, M. The Use of Commas in Secondary-Education Students and Its Relationship with Reading Comprehension: The Case of Spanish. Brain Sci. 2022, 12, 1564. https://doi.org/10.3390/brainsci12111564Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://www.mdpi.com/2076-3425/12/11/1564Versió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Descripció
The correct use of punctuation marks in secondary-school students is essential for the comprehension of written texts and, therefore, for the students’ academic success. However, the examination of this issue has often ... [+]
The correct use of punctuation marks in secondary-school students is essential for the comprehension of written texts and, therefore, for the students’ academic success. However, the examination of this issue has often been overlooked in the literature. In the present study, we focused on the progression of comma usage (i.e., a punctuation mark that is often challenging to master) and examined its relation to reading comprehension. A sample of first- and fourth-year secondary-education students from Spain (N = 115) punctuated brief texts in which commas had been previously omitted. The original texts included various types of mandatory commas in Spanish. We also obtained a reading comprehension score from a standardized reading test. Results show that secondary-education students often did not correctly place the commas, with first-year secondary-education students only succeeding in the correct placement of commas 54.5% of the time in (Year 8 in the UK system). This figure increased to 80.9% in fourth-year secondary-education students (Year 11 in the UK system). As a control, this figure rose to 91.5% in first-year university students. Critically, better comprehenders were the ones with better use of punctuation marks (r = 0.33). These results are useful for developing teaching methods to improve writing/reading skills in secondary-school students. [-]
Publicat a
Brain Sciences, 2022, vol. 12, no 11Dades relacionades
https://osf.io/6cmhk/?view_only=28e74d6c22814c26bcaf6bd3232c3e00Entitat finançadora
Generalitat Valenciana | Ministerio de Ciencia, Innovación y Universidades
Identificador de l'entitat finançadora
http://dx.doi.org/10.13039/501100011033
Codi del projecte o subvenció
GV/2020/074 | CIAICO/2021/172 | MICIU/ICTI2017-2020/PID2020-116740 GB-I00
Títol del projecte o subvenció
Aprende, entrena, lee: una aproximación multidimensional al procesamiento ortográfico
Drets d'accés
info:eu-repo/semantics/openAccess
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