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Introduction
Juan E. Jiménez currently works at the Developmental and Educational Psychology, Universidad de La Laguna. Their current research project is "Transcription skills, oral language and executive functions in writing development in a transparent orthography" funding by Plan Nacional I+D+I (Feder y Ministerio de Ciencia y Tecnología). Ref.:PID2019-108419RB-I00.
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January 2000 - October 2016
Publications
Publications (324)
The main goal of this study was to explore the nature and structure of implicit theories of Spanish-speaking in-service teachers on learning to read. The study sample consisted of 591 in-service teachers from various Ibero-American countries (Spain, Mexico, Guatemala, Colombia, and Ecuador). The study analyzed attributional structure or teacher bel...
We examined the developmental relations of phonological awareness (PA) and rapid automatized naming (RAN) with reading in a cross-sectional study with 874 Spanish children from Grades 2 to 6. Our main prediction was that the RAN-reading relationship would decrease due to a gradual change in reading strategy, from serial decoding to sight word readi...
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score compar...
In this study, a reading-level-match design was used to test the hypothesis that children with reading disability (RD) are characterized by poor phonological skills, and that a developmental lag, as opposed to a specific deficit, will be found in transparent orthographies. Spanish has a transparent orthography and thus children with RD should not s...
This study was designed to determine a word problem difficulty classification in children with arithmetic learning disabilities (ALD; n = 104) in comparison with typically achieving students (n = 44). We tested variables such as (a) semantic structure (Change, Combine, Compare, and Equalize), (b) operation (subtraction and addition), and (c) positi...
A study was conducted to analyze the factor validity and longitudinal measurement invariance of indicators of basic early reading skills in Spanish first-grade students via a curriculum-based measurement (CBM) approach. The proposed model is a first-order model comprising two correlated factors: one factor, comprising tasks measuring alphabetic kno...
In this study, we examine the effect of an intervention on decoding strategies of monolingual Spanish-speaking, first-grade students in Spain. Participants were first-grade Spanish-speaking monolingual students assigned to one of three conditions based on their reading risk in Spain. The first group comprised normally developing readers; the second...
Kindergarten writing involves acquiring fundamental skills, such as letter formation, phonemic awareness, and the gradual use of written language to express ideas. In this context, tablet-based curriculum assessments present new opportunities for teaching and evaluating these early writing abilities. To the best of our knowledge, there is currently...
This longitudinal cross-lagged panel study, employing a data-driven approach, investigated the intricate relationships among reading, writing, and math during the learning process of firstgrade elementary students. A sample of 392 first-grade students was selected, and assessments were conducted at three different time points: the beginning, middle...
This longitudinal study explored the contribution of transcription skills, oral language abilities, and executive functions in kindergarten to written production in grade 1 among Spanish-speaking children (N = 191) through structural equation modeling (SEM). Three dimentions of written production were assessed, including productivity, quality, and...
The acquisition of reading skills is an intricate process that demands the cultivation of various domain-general and domain-specific abilities. Consequently, it is unsurprising that many children grapple with maintaining proficiency at the grade level, particularly when confronted with challenges spanning multiple abilities across both domains, as...
Early detection and intervention play a crucial role in the prognosis of children with specific learning disabilities. Due to the
complexity of the writing process and its persistence into adulthood, tools for early detection are essential. Curriculumbased measures (CBMs) are quick, reliable, and evidence-based tools used for early assessments. Thi...
This study aimed to investigate the roles of transcription skills and oral language abilities in predicting writing quality and productivity among Spanish-speaking kindergarten children (N = 159). Using Structural Equation Modeling (SEM), the study examined associations between these foundational skills and writing outcomes. The model demonstrated...
The main aim of this study was to evaluate the Early Grade Writing Assessment for Kindergarten (EGWA-K), which is grounded in foundational literacy skills, for its validity and diagnostic accuracy in identifying children at risk of developing early learning disabilities in writing (LDW). To the best of our knowledge, no such tool exists for Spanish...
This study sought to examine the influence of transcription skills, evaluated using graphonomic measures, on the proficiency of text generation in students attending primary schools in Spain. A longitudinal design was employed involving 278 Spanish students distributed across three cohorts (cohort 1: 1st-2nd-4th grade; cohort 2: 2nd-3rd-5th grade;...
Universal screening is the first stage to identify students at risk of learning disabilities in reading, writing or math instrumental areas within a Response to Intervention model. The main objective of this study was to analyze the adaptation to the Panamanian Spanish of the curriculum-based measurement (CBM): Indicators of Basic Early Reading Ski...
In math, both national and international reports (e.g., TERCE, PISA) have revealed low performance among the Panamanian school population.This study was designed to assess the effectiveness of a Tier 1 intervention within the Response to Intervention (RtI) model in math. The intervention was implemented by Panamanian teachers to improve early math...
This research aims to fill the need to provide writing education to preservice teachers by using web-based instruction. The novel contribution of this work lies in the consideration of beliefs as a methodological prerequisite when measuring the effects of a web-based program. For this purpose, latent profile analysis was conducted to explore unique...
A study was conducted to analyse the factorial structure and longitudinal invariance of the Indicators of Basic Early Writing Skills (IPAE) as Curriculum-Based Measurement (CBM) in Spanish 1st grade students. The proposed model is a one-factor model in which the five IPAE tasks (i.e. allograph selection, dictation of words with arbitrary spelling,...
Objective:
This study aimed to assess the validity and reliability of a self-administered screening questionnaire to detect deficiencies in the health habits of the adult population of the Canary Islands (Spain).
Design:
The questionnaire initially included 30 items based on previous questionnaires and following the recommendations of the World...
The main objective of this study was to evaluate the efficacy of a Tier 2 intervention within the context of the Response to Intervention (RtI) model implemented by Spanish frst- to second-grade primary school teachers to improve at-risk students’ transcription skills. Teachers were instructed in the administration of a writing curriculum-based mea...
Universal screening is the first stage in identifying students
at risk for reading difficulties within a Response to Intervention model.
However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examine the technical adequacy, classification accuracy, and best predicto...
Objective
This study aimed to assess the validity and reliability of a self-administered screening questionnaire to detect deficiencies in the health habits of the adult population of the Canary Islands (Spain).
Design
The questionnaire initially included 30 items based on previous questionnaires and following the recommendations of the World Heal...
This chapter provides a retrospective and current overview of the dyslexia situation in Spain and, in particular, in the Canary Islands. Political power in Spain is organized as a central government with delegated powers to 17 Autonomous Communities. These regional governments are responsible for the administration of schools, universities, health,...
This study aimed to explore instructional practices used to teach words with irregular spelling patterns by Spanish-speaking teachers in 2nd and 3rd grade of elementary school. A sample of 320 teachers from Guatemala, Ecuador, and Spain answered an online survey, which included the Spelling Instructional Practices Scale. Item Response Theory and Co...
The wide expansion of digital technologies in higher education and the importance of specialised training in teaching writing as a guarantee of school success, have introduced the need to focus on the online professional development for the teaching of writing. This study aims to evaluate the effects of a web-based training for writing instruction...
A study was conducted to analyze the factorial structure and measurement invariance of the Curriculum-Based Measurement (CBM) Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]), in 2nd grade Spanish students. The model proposed is a one-factor model in which the five IPAM tasks (i.e., number compari...
Background:
Preservice teachers' satisfaction with online training should be considered to guarantee a successful e-learning experience. This study aims to determine whether preservice teachers' belief profiles influence their satisfaction with web-based training for teaching writing.
Method:
To achieve this purpose, two main analyses were condu...
Learning mathematics is a complex process that requires the development of multiple domain-general and domain-specific skills. It is therefore not unexpected that many children struggle to stay at grade level, and this becomes especially difficult when several abilities from both domains are impaired, as in the case of mathematical learning disabil...
This study explored the efficacy of a Tier 2 intervention within the context of the Response to Inter- vention (RtI) model implemented by Spanish first- to third-grade primary school teachers to improve at-risk students’ early math skills. Teachers were instructed in the administration of a math curriculum- based measure composed of 5 isolated meas...
The main objective of this study was to examine the effectiveness of an intervention implemented by elementary school teachers within the context of the Response to Intervention (RtI) model. For this purpose, a Tier 2 or secondary intervention was implemented by Spanish-speaking teachers in grades K-3 after receiving training to implement RtI compo...
This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention implemented by Spanish kindergarten and first grade school teachers. For this purpose, differences in reading performance growth were analyzed among at-risk students who received a Tier 2 intervention with high fidelity, at-risk students who received the s...
This study aimed to explore the utility of a math curriculum‐based measurement (M‐CBM) to identify Spanish‐speaking students at risk of math failure in third grade. The M‐CBM includes a set of number sense based single and composite screening for third graders. The study's sample included 236 Spanish third‐graders from the Canary Islands tested in...
The main objective of this study was to analyze what writing measures, or combination of measures, would be most appropriate for early detection of students at risk of presenting future difficulties in learning to write in Spanish, in terms of tasks, scoring indices (dependent, independent and accurate-precision) and duration. A sample of 231 first...
El presente estudio persigue conocer si la satisfacción con un programa de formación web para la enseñanza de la escritura (programa web Trazo) depende de si la formación se ofrece en las modalidades en línea y mixta. Se confrontan dos grupos de maestros/as en formación que cursaron el programa web Trazo bajo dos modalidades formativas (en línea, n...
The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve t...
The purpose of this study was to describe a Spanish protocol that includes reading,
writing, and math Curriculum-Based Measures (CBMs) aimed at early detection of
students at risk of presenting learning disabilities (LD). Early identification of LD is a
critical component of the Response to Intervention (RtI) model. In early grades, the
screening o...
The present study analyzes the relationship between teachers’ beliefs about learning to read, teaching practices, and discourse. To carry out this study, we benefited from the collaboration of six teachers in kindergarten and the first levels of primary education. First, an attribution questionnaire was used to analyze beliefs about learning to rea...
In this chapter we present a comparison and evaluation of three alternative theoretical models of the reading-writing relationship through structural equation modeling of a Spanish-speaking school population: (a) a reading-writing model which postulates that reading has a direct influence on writing); (b) a writing-reading model which postulates th...
Introduction.Past research supports the efficacy of evidence-based literacy interventions for English-speaking struggling readers, but it remains unknown if similar results can be achieved in Spanish.Methods.Weassessed the impact of a 15-hour long evidence-based literacy intervention for Spanish speaking struggling readers attending grade 1 and 2 i...
This study aimed to explore the implicit theories of pre-service teachers in learning to write. A twofold study was conducted to cover the representational level and attributional level of the implicit theories. The first study analysed the representational level of different learning theories (e.g. psycholinguistic, behaviourist, maturation, nativ...
Los juicios de los maestros sobre las habilidades académicas de los estudiantes se han determinado como fuente primaria de información sobre los estudiantes y su rendimiento. Además, se consideran la base para la toma de decisiones educativas y el posible acceso a una intervención o apoyo especial, de ser necesario. Desarrollos recientes en la eval...
Early identification of learning difficulties is a critical component of the Response to Intervention (RtI) model. In kindergarten, the screening of foundational reading skills can provide a data-based guideline for identifying students requiring a more intensive response-based intervention before starting elementary school. This study examines the...
The main purpose of this study was to validate the curriculum-based measure Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM [Indicators of Basic Early Math Skills]) in a local, Spanish-speaking context. This tool has been designed to identify first-grade students at risk for mathematics learning disabilities. The IPAM includes five meas...
The main goal of this study was to investigate the contribution of transcription skills to written composition in Spanish beginning writers. For this purpose, we tested models by pen and keyboard modes in which handwriting/typing and spelling were specified to correlate with each other against models in which these two skills were specified to load...
The objective of this study was to explore the reading predictors (e.g., alphabetic knowledge, phonemic awareness, reading comprehension, vocabulary, reading fluency and prosody) of writing performance in a Spanish dictation task at the end of Kindergarten, 1 st grade, and 2 nd grade. We hypothesized that these reading predictors would be unstable...
La presente obra, que lleva por título Modelo de Respuesta a la Intervención: un enfoque preventivo para el abordaje de las dificultades específicas de aprendizaje, ofrece al lector una visión general de este enfoque que permite identificar al alumnado con mayor riesgo de presentar estas dificultades y darles el apoyo que necesitan para progresar e...
The structure of the report is as follows. Chapter 1 - Introduction: explains some background, locating this project in global education agendas and providing some rationale for this work on early grade writing assessment. Chapter 2 - Conceptual framework and research foundations: examines existing knowledge regarding early literacy development and...
The present study compares the patterns of growth of beginning reading skills (i.e., phonemic awareness, phonics, fluency, vocabulary and comprehension) of Spanish speaking monolingual students who received a Tier 2 reading intervention with students who did not receive the intervention. All the students in grades K-2 were screened at the beginning...
The main goal of this study was to analyze whether primary teachers use evidence-based reading instruction for primary-grade readers. The study sample consisted of six teachers whose teaching was recorded. The observation instrument used was developed ad hoc for this study. The recording instrument used was Match Vision Studio. The data analysis wa...
The aim of this study was to explore whether children with and without learning difficulties use orthographic rules to write words. To study this, two types of tasks from the Early Grade Writing Assessment (EGWA) test were used: (1) a dictation task which included pseudowords with an implicit orthographic rule; and (2) a dictation task which includ...
A guarantee of success for any educational system depends on effective learning of basic reading, writing, and math skills; skills that, unfortunately, not everybody acquires sufficiently. For this purpose, the detection and early intervention of difficulty achieving basic proficiency in mathematics and literacy were established as priority objecti...
This study has been designed to analyse the factorial structure of IPAM using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 234 third-grade elementary students from the Canary Islands, to whom the instrument
IPAM (Mathematics Learning Progress Indicators) was administered....
Many classifications of heterogeneity in mathematical learning disabilities (MLD) have been
proposed over the past four decades, however no empirical research has been conducted until
recently, and none of the classifications are derived from Triple Code Model (TCM) postulates.
The TCM proposes MLD as a heterogeneous disorder, with two distinguisha...
The United Nations Educational, Scientific, and Cultural Organization promoted the creation of a model instrument for individual assessment of students' foundational writing skills in the Spanish language that was based on a literature review and existing writing tools and assessments. The purpose of the Early Grade Writing Assessment (EGWA) is to...
This study had two purposes: examining the internal structure of the Test Estandarizado para la Evaluación Inicial de laEscritura con Teclado (TEVET; Spanish Keyboarding Writing Test), and analyzing the development of keyboarding skills in Spanish elementary school children with and without learning disabilities (LD) in writing. A group of 1,168 el...
This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the...
Se presentan las reflexiones sobre tres cuestiones que afectan a la figura del Psicólogo Educativo (PE) relacionadas con sus actividades o competencias profesionales, con la regulación de la profesión, y con su posible integración en el campo de la orientación educativa. Respecto a la definición de sus competencias profesionales, se efectúa especia...
Resumen El objetivo de este trabajo ha sido analizar si existen diferencias signicativas entre disléxicos y normolectores en habilidades narrativas en la escritura. Para ello se seleccionó una muestra de niños guatemaltecos con edades comprendidas entre los 9 y 12 años de edad, de 3º a 6º de Educación Primaria. Se analizaron las habilidades de escr...
The main objective of this study was to analyze the effects of the Primate online tutorial system on classroom and support in-service teachers in the Canary Islands for the early instruction of students at risk for mathematics difficulties. This is a tutorial learning system that uses the Moodle platform to create a virtual educational environment,...
Confirmatory factor analysis of Mathematics Progress Indicators (IPAM) in first-grade
students. This study analyses the factorial structure of Mathematics Progress Indicators
(IPAM), by using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a
longitudinal study was carried out with a sample of 176 first-grade students from the Ca...
En este estudio se pretende poner a prueba un modelo hipotético para profundizar en la dimensionalidad del sentido numérico utilizando la técnica del Análisis Factorial Confirmatorio (AFC). Se ha llevado a cabo un estudio longitudinal con una muestra de 176 alumnos de primer curso de Educación Primaria de las Islas Canarias, a los que se les admini...
This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 176 first-grade students from the Canary Islands, IPAM was administered to the study sample three times throughout the scholar year....
This study analyzed the psychometric properties of the Assessment Battery of Dyslexia in Adults (BEDA). Dyslexia persists into adulthood and the assessment should focus also on the underlying cognitive processes involved in dyslexia. Therefore, valid and reliable instruments tools to detect and assess adults with dyslexia are needed. BEDA was desig...
El Programa LETRA es un sistema de aprendizaje que utiliza la plataforma Moodle para crear un ambiente educativo virtual. Está diseñado para ser una herramienta formativa para el profesorado de educación infantil y de educación primaria, así como profesionales de la psicología, pedagogía, psicopedagogía, logopedia y otro profesorado especialista y...
The main objective of this study was to analyze the effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read. A sample of pre-service teachers and in-service teachers from Mexico, Guatemala, Ecuador and Spain participated in the online course. Findings suggest that teachers may i...
Differentiating students with mathematical learning disabilities (MLD) from those with low achievement (LA) is still an unresolved issue. This study explored whether the specific combination of certain cognitive and numerical skills can classify students with MLD, with LA, and without MLD. In order to do this, an analysis was carried out of the per...
Abstract The development of syntactic awareness has still not been widely investigated
in a transparent orthography, such as Spanish. On the other hand, the increase of phonological awareness and its contribution to reading acquisition has received much more
attention, both in opaque and transparent languages. Studies with English and French speaki...
The development of syntactic awareness has still not been widely investigated in a transparent orthography, such as Spanish. On the other hand, the increase of phonological awareness and its contribution to reading acquisition has received much more attention, both in opaque and transparent languages. Studies with English and French speaking childr...
Arithmetic word problem (AWP) solving is a highly demanding task for children with learning disabilities (LD) since verbal and mathematical information have to be integrated. This study examines specifically how syntactic awareness (SA), the ability to manage the grammatical structures of language, affects AWP solving. Three groups of children in e...
La destreza de escribir correctamente los números se adquiere en los primeros años de educación primaria. Sin embargo, existen niños a los que se les dificulta realizar el cambio del código verbal al arábigo, cometiendo errores de omisión, adición e inversión de números hasta finales de la educación primaria. El objetivo de este trabajo ha sido ana...
Este trabajo ha tenido como objetivo analizar la prevalencia y la heterogeneidad de los problemas de comprensión lectora en el alumnado español de educación primaria y educación secundaria obligatoria. Se evaluó una amplia muestra de estudiantes de la Comunidad Autónoma de Canarias que abarcaba desde el segundo curso de primaria hasta el último cur...
El objetivo de este estudio ha sido analizar cuáles son las teorías sobre el aprendizaje de la lectura que se atribuye el profesorado de educación infantil y educación primaria según la metodología de enseñanza de la lectura que dicen utilizar. Para ello, contamos con una muestra total de 522 docentes que cumplimentaron un cuestionario atribucional...
To aid secondary students with deficits in reading comprehension, it is necessary to identify performance in basic cognitive processes. The influence of these processes is not seen in the same manner in all individuals and does not reflect the same problem. For this reason, a comparative study was carried out with 89 students divided into groups by...
The present study aims to investigate the cognitive processes associated with reading difficulties of teenage poor readers. Several studies suggest that this population presents a poor comprehension, despite reading the words properly and have good phonological skills (which distinguishes them from a population with dyslexia). With a comparative cr...
