VARIABLES COGNITIVAS Y MODULADORAS DE LA ESCRITURA

ALGUNAS PUBLICACIONES DEL EQUIPO EN ESTÁ LÍNEA

PRIMERA DIMENSIÓN

 

López, P., Torrance, M., & Fidalgo, R. (2019). The online management of writing processes and their contribution to text quality in upper-primary students. Psicothema, 31(3), 311-318. 

Olivares, F., Fidalgo R., & Torrance, M. (2016). Differences in Reading Self-Efficacy between School Years and according to Gender. Psicodidáctica, 21(1), 45–63.

Alves, R. A., & Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific Studies of Reading, 19, 374-391. 

Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84, 177-193. 

Fidalgo, R., Arias, O., Torrance, M., & Martínez, B. (2014). Comparison of Reading-Writing Patterns and Performance of Students with and without Reading Difficulties.  Psicothema, 26, 442-448. 

Limpo, T., & Alves, R. A. (2013). Modeling writing development: The contribution of transcription and self-regulation to Portuguese students’ text generation. Journal of Educational Psychology, 105, 401-413. 

SEGUNDA DIMENSIÓN

 

Limpo, T., & Alves, R. A. (2018). Tailoring multicomponent writing interventions: The effects of coupling self-regulation and transcription training. Journal of Learning Disabilities, 51, 381-398. 

López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of direct instruction and strategy modelling on upper-primary students’ writing development. Frontiers in Psychology, 8, 1–10. 

Torrance, M., Fidalgo, R., & Robledo, P. (2015). Do sixth grade writers need process strategies? British Journal of Educational Psychology, 85(1), 91–112.

Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M.L. (2015). Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37-50.

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