Oraciones con la palabra how many

I've just come back from London, where John lives. Yesterday I met a woman named Susan, whose husband works in London. Ejemplos He gave me the letter, which was in a blue envelope. Las comas desaparecen. He gave me the letter, which I read immediately. Stratford-on-Avon, which many people have written about , is Shakespeare's birthplace.

Stratford-on-Avon, about which many people have written , is Shakespeare's birthplace. Ejemplos There were a lot of people at the party, many of whom I had known for years. It means the same thing as "messy. Yes, clutter can be a verb. Clutter can also be a noun.

When you say "is cluttered," it acts like an adjective because it is describing a noun. You are right! Still, the way that people use it most is "is cluttered" verb acting like an adjective or "clutter" noun. I don't think that I have ever heard someone say "clutters" or "cluttering. Second one is almost perfect--remember that you don't need "a. The one learning a language! Tired of searching? HiNative can help you find that answer you're looking for.

Assessment of syntactic awareness: Effects of plausibility in solving tasks and in its relation to sentence comprehension. La tarea consiste en ordenar frases previamente desordenadas. Abstract: In this study, we present one task to assess syntactic awareness. This task consists in rearranging the word order in a set of sentences. The sentences vary in length short-long , syntactic complexity active-passive, simple-compound, coordinated-subordinated and plausibility half of the sentences are semantically plausible and the other half are semantically implausible.

We analyzed the information provided by this task in its application to a group of 97 primary students, and we compared the results based on each of the conditions and depending on the level of understanding.

The results show greater difficulty when the content is semantically implausible, making essential the implementation of syntactic processing skills. The data also show that while some elements of length and syntactic complexity show significant effects on the results, the introduction of semantically implausible sentences overwhelmingly affects task performance, modulating the effect of the aforementioned conditions. The data reveal no differences in comprehension among students who had a syntactic reader profile and those with a semantic reader profile.

Finally, we found that those items in the task that allow for semantic processing relate better to the measure of reading comprehension than the items that support only syntactic processing. The results suggest that the designed task allowed to obtain differentiated information about the syntactic and semantic components of written language in the process of reading assessment.

Key Words: Reading comprehension, syntactic awareness, syntactic complexity, syntactic strategies. Tal es el caso de las estructuras pasivas, las oraciones subordinadas de relativo, las oraciones de estructura Sujeto-Verbo-Objeto con objeto escindido o las oraciones con estructura Objeto-Verbo-Sujeto con objeto focalizado Cuetos, En un estudio instruccional, Layton et al.

De este modo, se hace necesario mantener operativa en la memoria una secuencia de palabras que deben ser analizadas para detectar y corregir el error, o bien para proceder a ordenar correctamente la secuencia. El nivel sociocultural de la muestra puede ser catalogado de medio.

De esta manera, el instrumento consta de doce frases simples S y doce compuestas C. Este autor describe cuatro niveles que van de menor a mayor grado de conciencia reflexiva. Las oraciones simples se dividen a partes iguales entre activas y pasivas. Las oraciones compuestas se dividen en coordinadas y subordinadas. En las frases simples hay ocho activas-transitivas ST y ocho pasivas SP. Por su parte, en las frases compuestas, hay ocho coordinadas CC y ocho subordinadas CS.

Tabla 2. En la Tabla 4 mostramos los contrastes efectuados con la prueba t para muestras relacionadas para la tarea CS-ORD en el grupo completo. Tabla 6. Posteriormente, hemos procedido a efectuar un conglomerado de K medias. Los resultados se recogen en la Tabla 7.

Estos resultados son relativamente similares a los obtenidos por Miller con estudiantes de tercer y cuarto curso de primaria. Asimismo, el hecho de que todas las palabras utilizadas en las frases fueran de alta frecuencia, ha permitido controlar en cierta medida el conocimiento y acceso al significado de las palabras que formaban parte de las tareas. Alarcos, E. Madrid: Espasa. Ball, E. Phonological awareness: Implications for whole language and emergent literacy programs.

Topics in Language Disorders, 17, Bowey, J. Syntactic awareness in relation to reading skill and ongoing comprehension monitoring. Journal of Experimenal Child Psychology, 41, Grammatical awareness and learning to read: A critique.

Assink Ed.