ENSEÑANZA DE LA ESCRITURA Y TRATAMIENTO Y PREVENCIÓN DE DIFICULTADES DE APRENDIZAJE

ALGUNAS PUBLICACIONES DEL EQUIPO EN ESTÁ LÍNEA

López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2021). Evaluating effects of different forms of revision instruction in upper-primary students. Reading and Writing. https://doi.org/10.1007/s11145-021-10156-3

Arrimada, M., Torrance, M., & Fidalgo, R. (2019). Effects of teaching planning strategies to first-grade writers. British Journal of Educational Psychology, 89, 670-688. https://doi.org/10.1111/bjep.12251

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. https://doi.org/10.1177/0022219417708170

Arrimada, M., Torrance, M., & Fidalgo, R. (2018). Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach. Reading and Writing31(4), 865–891. https://doi.org/10.1007/s11145-018-9817-x

Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. A., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108, 665-679. https://doi.org/10.1037/edu0000089

Fidalgo, R., Torrance, M., & García, J. N. (2008). The long term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology, 33, 672-693.

Torrance, M., Fidalgo, R., & García, J. N. (2007). The teachability and efectiveness of cognitive self-regulation in sixth grade writers. Learning and Instruction, 17, 265-285.

García, J. N., & Fidalgo, R. (2006). Effects of two self-regulatory instruction programs in students with Learning Disabilities in writing products, process and self-efficacy. Learning Disability Quarterly, 29(3), 181-213.