PUBLICACIONES

 

​Últimos 7 años

2020

1. Arrimada, M., Torrance, M., & Redondo, R. F. (2020). El modelo de respuesta a la intervención en escritura: Revisión de medidas de evaluación y prácticas instruccionales. Papeles del psicólogo41(1), 54-65. https://doi.org/10.23923/pap.psicol2020.2918

2. Rodríguez-Málaga, L., Rodríguez, C., & Fidalgo, R. (2020). Exploring the short-term and maintained effects of strategic instruction on the writing of 4th grade students: should strategies be focused on the process?. Reading and Writing, 1-22. https://doi.org/10.1007/s11145-020-10088-4

3. Sánchez-Rivero, R. y Fidalgo, R. (2020). La enseñanza de la conciencia fonológica en la Educación Infantil: un estudio observacional. Revista de Psicología y Educación15(2), 184- 200. https://doi.org/10.23923/rpye2020.02.195

4. Torrance, M., Arrimada, M., & Gardner, S. (2020). Factors affecting learning to write in first grade. British Journal of Educational Psychology. DOI: 10.1111/bjep.12390

 

2019

1. López, P., Torrance, M. & Fidalgo, R. (2019). The online management of writing processes and their contribution to text quality in upper-primary students. Psicothema31(3), 311-318. https://doi.org/10.7334/psicothema2018.326

2. 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 

3. Robledo Ramón, P., Fidalgo Redondo, R., & Méndez del Río, M. (2019). Evaluación de la comprensión lectora a partir del análisis de la práctica del profesorado y la interacción docente-estudiante. Revista de Educación, (384), 97-113. dos: 10.4438/1988-592X-RE-2019-384-414

4. Rodríguez, L., Rodríguez, C., & Fidalgo, R. (2019). Nuevos Entornos de Aprendizaje para la Escritura: Sistemas de Tutoría Inteligente. Papeles del Psicólogo, 40(2), 133-140.  doi.org/10.23923/pap.psicol2019.2895

 

2018

1. 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), 865–89. https://doi.org/10.1007/s11145-018-9817-x

2. Limpo, T. (2018). Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance. Learning & Instruction58, 115-125. https://doi.org/10.1016/j.learninstruc.2018.06.001

3. Torrance, M., Nottbusch, G., Alves, R. A., Arfé, B., Chanquoy, L., Chukharev-Hudilainen, E., Dimakos, I., Fidalgo, R., … Wengelin, Å. (2018). Timed written picture naming in 14 European languages. Behavior Research Methods50(2), 744–758. https://doi.org/10.3758/s13428-017-0902-x

4. 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

5. López, P., & Fidalgo, R. (2018). Análisis de pausas y ejecuciones para el estudio de procesos de escritura. International Journal of Developmental and Educational Psychology1, 261-268. doi: 10.17060/ijodaep.2018.n1.v2.1222

6. Fidalgo, R., Arrimada, M., & López, P. (2018). Un sistema de tutoría inteligente para la mejora de la competencia escrita del alumnado de primaria. International Journal of Developmental and Educational Psychology1, 251-260. doi: 10.17060/ijodaep.2018.n1.v2.1220

 

2017

1. López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of Direct Instruction and Strategy Modeling on Upper-Primary Students? Writing Development. Frontiers in Psychology8(June), 1–10. https://doi.org/10.3389/fpsyg.2017.01054

2. Fernández, E., García, T., Arias-Gundín, O., Vázquez, A., y Rodríguez, C. (2017). Identifying Gifted Children: Congruence among Different IQ measures. Frontiers in Psychology, 8, 1239. https://doi.org/10.3389/fpsyg.2017.01239

 

2016

1. Olivares, F., Fidalgo R., & Torrance, M. (2017). Differences in Reading Self-Efficacy between School Years and according to Gender. Journal of Psychodidactics, 21(1), 45–63. https://doi.org/10.1387/RevPsicodidact.13832

2. 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

 

2015

1. Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Lourdes Álvarez, M. (2015). Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37–50. https://doi.org/10.1016/j.cedpsych.2014.11.004

2. Torrance, M., Fidalgo, R., & Robledo, P. (2015). Do sixth-grade writers need process strategies?. British Journal of Educational Psychology, 85(1), 91–112. https://doi.org/10.1111/bjep.12065

3. 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. https://doi.org/10.1080/10888438.2015.1059838

4. Álvarez-Fernández, M. L., & García-Sánchez, J. N. (2015). The orchestration of processes in relation to the product, and the role of psychological variables in written composition. Anales de Psicología, 31(1), 96-108. doi: http://dx.doi.org/10.6018/analesps.31.1.169621 

 

2014

1. 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. https://doi.org/10.7334/psicothema2014.23

2. Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Childrens’ high level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84(2), 177-193. https://doi.org/10.1111/bjep.12020

3. Álvarez-Fernández, M. L., & García-Sánchez, J.N. (2014). Development of the writing process form Primary to Secondary Education. Revista de Psicodidáctica, 19(1), 5-26. Doi: 10.1387/RevPsicodidact.6518

 

© 2020 Creado por Grupo de Investigación CAEL