Raquel Fidalgo

• University of Leon

Previous studies have shown the effectiveness of ICT-based writing instructional practices, but they do not show an in-depth analysis of their instructional elements, which could be key to explaining such effectiveness. This study aims to analyze the instructional design of effective ICT-based writing practices according to content and instructiona...

Information and Communication Technologies (ICTs) have changed the nature of instructional writing practices. This has led to the need to incorporate ICTs into traditional practices, requiring knowledge of the content, uses and pedagogical potential of ICTs. Thus, the aim of this study is to explore which of the activities in the teaching of writin...

Self-regulation is an important factor in achieving successful reading comprehension. This study analyses the effects of a self-regu¬lated strategy instruction programme versus a control group on reading comprehension performance, time spent applying strategies during the reading comprehension process and reading self-efficacy. The programme com¬pr...

El incremento en la utilización de las nuevas tecnologías dentro del ámbito educativo ha cambiado la naturaleza de las prácticas instruccionales en escritura, derivando en el desarrollo de múltiples herramientas digitales centradas en su mejora. El objetivo de este estudio fue analizar el diseño instruccional implementado en prácticas de escritura...

Nowadays, the immersion of new technologies in society has led to the reformulation of writing instruction practices, resulting in the creation of multiple technological tools focused on improve students’ writing skills. Based in this, the general aim of this study is to analyze technological tools whose effectiveness to improve students’ written c...

Este estudio se centra en adaptar y validar la escala Teacher Efficacy Scale for Writing al contexto educativo español. Participaron en el estudio 452 profesores de Lengua Castellana y Literatura de la Educación Obligatoria. Se analiza un modelo factorial de dicha escala constituido por 2 factores, eficacia general y eficacia personal, constituido...

Early failure to learn writing skills might go unnoticed and unremedied unless teachers adopt specific strategies for identifying and supporting students who learn at a slower pace. We implemented a Response to Intervention (RTI) program for teaching narrative writing. Over 18 months from start of primary school, 161 Spanish children received instr...

The principal aim of strategy-focused instruction is to teach students strategies to control their writing processes and achieve quality writing. For this purpose, nine 4th grade Elementary School classes from three different schools (N = 215) were randomly allocated to two forms of strategy-focused program called Cognitive Self-Regulation Instruct...

This study aimed to establish (a) whether teaching students revision skills provides benefit over and above teaching strategies for setting explicit goals for the communicative effect of their text, and (b) whether teaching students to adopt specific revision strategies provides benefits over revision instruction that focusses on increasing student...

La escritura es una habilidad esencial que permite al ser humano comunicarse y aprender, por lo que su buen desarrollo favorece el éxito académico y laboral. Actualmente, la inmersión de las nuevas tecnologías en la sociedad ha llevado a la reformulación de las prácticas de instrucción en escritura existentes, siendo necesario el conocimiento y el...

Se analiza el uso que el profesorado de edu­cación obligatoria afirma hacer en su enseñanza de la escritura de prácticas instruccionales efec­tivas, derivadas de una revisión de meta-análisis en el ámbito de la instrucción en escritura. Se consideraron las diferencias en el uso de estas prácticas a lo largo de la educación obligatoria y la influenc...

Scientific evidence points to the Response to Intervention Model as a key approach to the identification and prevention of learning disabilities in writing. In order to guide teachers in the successful implementation of this model, educational psychologists need to receive training in writing instruction and how to monitor students’ progress. In th...

Background: The online management of writing processes is an important factor related to the composition of high-quality texts. In the present study we analysed the time that upper-primary students devoted to writing processes, the distribution of those processes during composition and the contribution of both aspects to text quality. Method: 12...

Background Traditionally writing instruction at the start of school has focused on developing students’ ability to spell and handwrite. Teaching children explicit self‐regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education. Aims The present study...

In this study we present a comparative report of two effective instructional programs focused on the improvement of upper-primary students' writing competence through the promotion of revision skills. Both programs shared the main aim but had two different approaches. We contrasted writer-focused instruction with reader-focused instruction. To prov...

Diferentes revisiones empíricas y meta-análisis en el ámbito de la instrucción en escritura han señalado la instrucción en estrategias y el uso de programas informáticos como apoyo instruccional en las tareas de composición escrita como dos formas efectivas para favorecer la adquisición de una competencia escrita en el alumnado (ver Graham & Perin,...

Uno de los métodos online de mayor trascendencia en los últimos años para la evaluación del proceso de escritura es el estudio de la dinámica temporal de escritura a través del análisis de las pausas y ejecuciones. Además de ser uno de los métodos de naturaleza online menos intrusivos, proporciona información de gran valor sobre el proceso de escri...

We report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe writi...

Strategy-focused instruction is one of the most effective approaches to improve writing skills. It aims to teach developing writers strategies that give them executive control over their writing processes. Programs under this kind of instruction tend to have multiple components that include direct instruction, modeling and scaffolded practice. This...

We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion&Pourtois in Perception, 33, 217–236, 2004). Adult participants gave keyboarded re- sponses in their...

Tradicionalmente en la literatura se han identificado dos perfiles escritores, planificadores vs. revisores. En este estudio se analizan las estrategias de escritura y el perfil escritor de los estudiantes universitarios, y su influencia en la resolución de tareas híbridas; participando en el estudio 142 estudiantes de tres titulaciones diferentes....

The two most well-defined writer profiles that have been found in writing research are planning and revising. In this study we analyse writing strategies and writing profiles of undergraduate students, and their influence in solving hybrid tasks; in this study took part 142 undergraduate students enrolled in three different university studies. To i...

The two most well-defined writer profiles that have been found in writing research are planning and revising. In this study we analyse writing strategies and writing profiles of undergraduate students, and their influence in solving hybrid tasks; in this study took part 142 undergraduate students enrolled in three different university studies. To i...

Temas actuales de investigación en las áreas de la Salud y la Educación 223 CAPÍTULO 27 Intervención parental de nivel 2 para la mejora de las habilidades escritoras en edades tempranas Introducción En una sociedad que progresa y se organiza a través del texto escrito, el dominio de la competencia escrita constituye un requisito clave para el desar...

La implementación exitosa de metodologías activas para estimular el desarrollo de competencias en el contexto universitario requiere la consideración previa de aquellas características de los alumnos que pueden mediar en su manera de afrontar el aprendizaje, como son sus estilos de pensamiento. En este contexto se ha planteado el presente estudio e...

Writing development seems heavily dependent upon the automatization of transcription. This study aimed to further investigate the link between transcription and writing by examining the effects of promoting handwriting and spelling skills on a comprehensive set of writing measures (viz., bursts and pauses, levels of written language, and writing pe...

Se analizan los cambios en el nivel de auto-eficacia lectora del alumnado de Educación Secundaria Obligatoria desde un punto de vista evolutivo. La muestra la formaron 492 alumnos/as de 1º a 4º de la ESO (de 12 a 16 años), pertenecientes a cuatro centros públicos y cuatro centros privados-concertados de la provincia de León (283 hombres y 209 mujer...

Se analizan las diferencias en la auto-eficacia lectora entre cursos a lo largo de la escolaridad and en funcion del sex en una muestra de 1.060 alumnos españoles distribuidos desde 3o EP a 4o ESO. Se utilizo una escala de auto-eficacia lectora que diferencia tres dimensiones de acuerdo con el nivel de complejidad de las habilidades de lectura impl...

Background Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance.AimThis study aimed to determine whether teachi...

The aim of this study was to analyze students' perception about the influence that five active teaching-learning methodologies (problem based learning, case study, collaborative study, expert and guided study) have on the development of competences (instrumental, systemic and personal). 280 students enrolled in the Faculty of Education at the Unive...

Background: This paper analyses performance and the process used in carrying out a common hybrid task, such as, summarizing a text, from a developmental point of view and comparing the differences between students with and without reading difficulties. Method: 548 students typically developing and 54 students with learning difficulties for readi...

It is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising. To trace the development of the high-lev...

This study analyzes the state of art in relation to the reading self-efficacy research, according to developmental and comparative perspective between students with and without learning disabilities. A bibliographic search was developed from 1980 to nowadays through electronic based of data. We found 29 papers focussed on reading self-efficacy rese...

This study analyzes changes on students ‘reading self-efficacy beliefs through the compulsory Secondary Education from a developmental perspective. Sample comprised 492 students from 1st to 4th Secondary Grades (from 12 to 16 years old), belonged to four public schools and four semi-private schools of León (283 males and 209 females). After the app...

This study compared the efficacy of two versions of an instructional program aimed at developing strategic and self-regulated writing competence. In the full version, strategy instruction, students were taught strategies for producing effective text, using a combination of direct (explicit, declarative, metacognitive knowledge) instruction, teacher...

Se presenta un estudio, inmerso dentro de un proyecto de innovación que se está desarrollando en la Universidad de León, orientado a adaptar distintas titulaciones psicoeducativas a las directrices del Espacio Europeo de Educación Superior partiendo para ello, en una primera fase del mismo, del análisis caracterológico del alumnado matriculado en l...

We present a study which forms part of an innovation project under development at the University of León, Spain, for adapting different psychoeducational degrees to the guidelines of the European Higher Education Area (EHEA). To this end, we first analysed the characteristics of the students enrolled in the Faculty of Education. The characteristics...

Assessment and intervention in students with learning disabilities (LD) require a specific processing which comprises this real problem according to the international scientific knowledge and the empirical evidences. In Spain, the Educational Organic Law (LOE, 2006) supposed a significant change in LD field, because of, it included for the first ti...

Since the seminal theoretical models of writing (such as Bereiter & Scardamalia, 1987; or Hayes & Flower, 1980) there has been considerable progress as regards the understanding of the cognitive processes and personal variables involved in writing (Alamargot & Chanquoy, 2001; MacArthur, Graham, & Fitzgerald, 2006). The majority of these models reco...

Writing is a complex and cognitively demanding activity. It cannot be performed as a sequence of discrete steps; it requires the simultaneous combination of several strategies and the application of various mental resources. Writing is, therefore, both a recursive and a dynamic process. To be successful, writers need an understanding of the compone...

We present a study which forms part of an innovation project under development at the University of León, Spain, for adapting different psychoeducational degrees to the guidelines of the European Higher Education Area (EHEA). To this end, we first analysed the characteristics of the students enrolled in the Faculty of Education. The characteristics...

The measurement of the metacognitive component in written composition is reviewed and analysed in the present paper. It reflects on the key role of metacognition in written compositions, and on the med to study, and assess it. It offers at review of different kinds of metacognitive assessment techniques or instruments used in written composition. T...

El presente artículo se centra en la revisión y análisis de la medición del componente metacognitivo de la composición escrita. Se reflexiona sobre el importante papel de la metacognición en la composición escrita, y la necesidad de su estudio y evaluación. Se presenta una revisión de los diferentes instrumentos o técnicas de evaluación de la metac...

Writing is a complex and cognitively demanding activity. It cannot be performed as a sequence of discrete steps; it requires the simultaneous combination of several strategies and the application of various mental resources. Writing is, therefore, both a recursive and a dynamic process. To be successful, writers need an understanding of the compone...

This study examines the mediational role of gender in the effects of two patterns of cognitive and self-regulatory strategy interventions in the writing self-efficacy calibration of students with learning disabilities (LD). 121 5th and 6th Primary grade students with LD (43 girls and 78 boys), ranging in age from 10 to 12 years old were randomly al...

We compared 56 eighth-grade students who 28 months previously had received instruction in strategies for planning and revising their writing, with 21 students of similar academic ability from the same school who had not experienced the intervention. Both groups wrote an expository essay whilst logging their writing activities and completed writing...

Se analiza la eficacia de un enfoque de enseñanza de la composición escrita focalizado en la dimensión metacognitiva de la escritura, para el desarrollo de la competencia escrita de alumnos de 6° de Educación Primaria. La muestra la formaron 108 alumnos distribuidos en grupos experimental (N = 78) y control (N = 30). Como medidas de evaluación se u...

Resumen Se analiza la eficacia de un enfoque de enseñanza de la composición escrita focalizado en la dimensión meta-cognitiva de la escritura, para el desarrollo de la competencia escrita de alumnos de 6º de Educación Primaria. La muestra la formaron 108 alumnos distribuidos en grupos experimental (N = 78) y control (N = 30). Como medidas de evalua...

The aim of the study was to compare two samples of sixth-grade Spanish primary students on coordination of writing processes measured by online or direct retrospection techniques and writing products. One group was comprised of 81 students with learning disabilities (LD), the other was made up by 80 typically achieving students. The results showed...

Seventy-one normally functioning Spanish sixth-grade students participated in classroom-based training in cognitive strategies for preplanning and substantive revision of expository text. Short essays completed by these students pre-intervention, post-intervention, and after a 12 week delay were compared with those of an ordinary-curriculum control...

Se presentan datos epidemiológicos detectados de una muestra de alumnos de primaria y secundaria (N= 1 004) procedentes de 24 centros educativos de la provincia de León, y que han sido estudiados en base a los procesos y factores psicológicos de la escritura. Los datos indican que un 26 (2,59 %) han sido preseleccionados por los maestros y profesor...

We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th- grade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned ei...

(en prensa) These pages analyse the 492 articles published in CL&E and C&E in its 15 years of history. To achieve these aims, we have designed a System of Categories based on the System used for the thematic analysis of published in the 25 years of Childhood and Learning (Sanchez, García y del Río, 2002). The System has allowed us to organize 492 a...

(en prensa) A content análisis of 15 years of Cultura y Educación –CE- [Culture and Education] (before Comunicación, Lenguaje y Educación –CLE- [Communication, Language and Education]) is undertaken based on all papers published in it. After registering and coding the data according to previously established criteria, three types of variables are o...

En este artículo, se analizan, mediante la revisión de artículos científicos sobre el tema, los resultados obtenidos tras la aplicación del enfoque del Aprendizaje Basado en Problemas como un modelo de enseñanza/aprendizaje en el que se combina la adquisición de conocimientos con el desarrollo de habilidades y actitudes útiles para la práctica prof...

En este artículo, se presentan dos estudios empíricos que siguen el enfoque innovador del ABP en las prácticas universitarias. En el primer estudio, de validación, se explican la construcción y las propiedades psicométricas de los instrumentos de Evaluación de Prácticas Universitarias (EPU) relacionados con los componentes emocional de la práctica...

A content analy sis of 15 years of Psicothema is undertaken based on the papers about developmental and educational contents published by the journal. After registering and coding the data according to previously established criteria, three types of variables are obtained: Formal identification or by external criteria (authors, origin, period, etc....

Se hace un análisis de contenido de los últimos quince años de Psicothema a partir de los artículos publicados en la revista con contenidos de psicología del desarrollo y de la educación. Tras registrar y codificar los datos, según los criterios previamente elaborados, se extraen tres tipos de variables: de identificación formal o por criterios ext...

Se analiza la relación existente entre el conocimiento que poseen los alumnos de los diferentes procesos psicológicos implicados en la escritura, diferenciados en procesos mecánicos, sustantivos y otros, y la cantidad y la calidad que logran en sus textos escritos, reflejada en la productividad y en el grado de coherencia de sus composiciones. Se c...

The aim of this study is to know writing cognitive processes awareness in students, differentiating low or mechanical processes versus high or substantive ones, and other, as a function of age. We applied an open written survey, about writing composition metacognition, to 1.688 participants, since 8 up to 16 years old students. Written answers were...

La aplicación práctica del enfoque de Aprendizaje Basado en Problemas (ABP), como recurso innovador utilizado en los últimos años en la formación de profesionales de diferentes campos, como: Psicopedagogos, Educadores, Psicólogos, Trabajadores Sociales, etc.,), lleva a la necesidad de evaluar formalmente cuál es la eficacia y el influjo real de la...

El estudio persigue evidenciar la conciencia que poseen los alumnos de los procesos cognitivos implicados en la escritura, diferenciando los procesos de alto nivel o sustantivos frente a los de bajo nivel o mecánicos y otros, en función de la edad. Se aplicó un cuestionario escrito abierto, de metacognición hacia la escritura, a 1.688 participantes...

Se estudian los cambios de la metacognición que poseen los estudiantes de los procesos psicológicos implicados en la escritura, diferenciando los procesos de alto nivel o sustantivos frente a los de bajo nivel o mecánicos y otros, en función del nivel educativo. Se aplicó un cuestionario escrito abierto, da metacognición hacia la escritura, a 1688...

Resumen Desde un enfoque cognitivo, diferentes modelos teóricos han señalado la planificación y la revisión textual como dos de los procesos cognitivos clave en el proceso de composición escrita y en el logro de un producto textual de calidad. En el presente estudio se analiza la eficacia diferencial para la mejora de la competencia escrita del alu...