Items where Author is "Fidalgo, R"

OLIVARES, F., FIDALGO, R. and TORRANCE, M., 2023. Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria. Revista Española de Pedagogía, 81 (285), pp. 271-290. ISSN 0034-9461

ARRIMADA, M., FIDALGO, R. and TORRANCE, M., 2022. ¿Cómo prevenir las dificultades de aprendizaje en escritura? La respuesta a la intervención como marco de referencia. Madrid: Pirámide. ISBN 9788436847185

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2021. Response to Intervention in first-grade writing instruction: a large-scale feasibility study. Reading and Writing. ISSN 0922-4777

LÓPEZ, P., TORRANCE, M., RIJLAARSDAM, G. and FIDALGO, R., 2021. Evaluating effects of different forms of revision instruction in upper-primary students. Reading and Writing. ISSN 0922-4777

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2020. El modelo de respuesta a la intervención en escritura: revisión de medidas de evaluación y prácticas instruccionales. Papeles del Psicólogo, 41 (1): 54. ISSN 0214-7823

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2019. Effects of teaching planning strategies to first-grade writers. British Journal of Educational Psychology, 89 (4), pp. 670-688. ISSN 0007-0998

LÓPEZ, P., TORRANCE, M. and FIDALGO, R., 2019. The online management of writing processes and their contribution to text quality in upper-primary students. Psicothema: Revista de Psicologia, 31 (3), pp. 311-318. ISSN 0214-9915

LÓPEZ, P., RIJLAARSDAM, G., TORRANCE, M. and FIDALGO, R., 2018. How to report writing interventions? A case study of the analytic description of two effective revision interventions. Journal of Writing Research, 10 (2), pp. 299-349. ISSN 2030-1006

ARRIMADA, M., TORRANCE, M. and FIDALGO, R., 2018. Supporting first-grade writers who fail to learn: multiple single-case evaluation of a response to intervention approach. Reading and Writing. ISSN 0922-4777

LÓPEZ, P., TORRANCE, M., RIJLAARSDAM, G. and FIDALGO, R., 2017. Effects of direct instruction and strategy modelling on upper-primary students' writing development. Frontiers in Psychology, 8 (June), pp. 1-10. ISSN 1664-1078

TORRANCE, M., NOTTBUSCH, G., ALVES, R.A., ARFÉ, B., CHANQUOY, L., CHUKHAREV-HUDILAINEN, E., DIMAKOS, I., FIDALGO, R., HYÖNÄ, J., JÓHANNESSON, Ó.I., MADJAROV, G., PAULY, D.N., UPPSTAD, P.H., VAN WAES, L., VERNON, M. and WENGELIN, Å., 2017. Timed written picture naming in 14 European languages. Behavior Research Methods. ISSN 1554-351X

FIDALGO, R., TORRANCE, M. and LÓPEZ-CAMPELO, B., 2017. CSRI program on planning and drafting strategies: sessions and supportive instructional materials. In: R. FIDALGO, K.R. HARRIS and M. BRAAKSMA, eds., Design principles for teaching effective writing. Studies in writing (34). Leiden: Brill. ISBN 9789004270473

FIDALGO, R. and TORRANCE, M., 2017. Developing writing skills through cognitive self-regulation instruction. In: R. FIDALGO, K. HARRIS and M. BRAAKSMA, eds., Design principles for teaching effective writing. Studies in writing (34). Leiden: Brill, pp. 89-118. ISBN 9789004270473

LÓPEZ, P., FIDALGO, R. and TORRANCE, M., 2016. La adquisición de la autorregulación en composición escrita. In: J.L. CASTEJÓN COSTA, ed., Psicología y educación: presente y futuro. Alicante: Asociación Científica de Psicología y Educación (ACIPE), pp. 1554-1563. ISBN 9788460887140

FIDALGO, R., TORRANCE, M., RIJLAARSDAM, G., VAN DEN BERGH, H. and LOURDES ÁLVAREZ, M., 2015. Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, pp. 37-50. ISSN 0361-476X

TORRANCE, M., FIDALGO, R. and ROBLEDO, P., 2015. Do sixth-grade writers need process strategies? British Journal of Educational Psychology, 85 (1), pp. 91-112. ISSN 2044-8279

OLIVARES, F., FIDALGO, R. and TORRANCE, M., 2015. Diferencias en la Auto-eficacia Lectora entre Cursos en la Escolaridad y en Función del Género / Differences in the reading self-efficacy between grades and according to gender. Revista de Psicodidáctica. ISSN 1136-1034

FIDALGO, R., TORRANCE, M., ARIAS-GUNDÍN, O. and MARTÍNEZ-COCÓ, B., 2014. Comparison of reading-writing patterns and performance of students with and without reading difficulties. Psicothema: Revista de Psicologia, 26 (4), pp. 442-448. ISSN 0214-9915

FIDALGO, R., TORRANCE, M., ROBLEDO, P. and GARCÍA, J.-N., 2012. Evaluating cognitive self-regulation instruction for developing students’ writing competence. In: M. TORRANCE, D. ALAMARGOT, M. CASTELLÓ, F. GANIER, O. KRUSE, A. MANGEN, L. TOLCHINSKY and L. VAN WAES, eds., Learning to write effectively: current trends in European research. Bingley: Emerald. ISBN 9781780529288

TORRANCE, M. and FIDALGO, R., 2012. Writing achievement. In: J. HATTIE and E.M. ANDERMAN, eds., International guide to student achievement. New York: Routledge, pp. 338-341. ISBN 9780415878982

TORRANCE, M. and FIDALGO, R., 2011. Learning writing strategies. , pp. 18-19. ISSN 2041-9236

FIDALGO, R., TORRANCE, M., ROBLEDO, P. and GARCÍA, J.N., 2009. Dos enfoques metacognitivos de intervención: auto-conocimiento del producto textual frente a auto-regulación del proceso de escritura. [Two approaches to metacognitive intervention: metalinguistic knowledge of the written product compared to self-regulation of the writing process]. Revista de Psicología INFAD, International Journal of Developmental and Educational Psychology, 1 (1), pp. 303-312.

FIDALGO, R., TORRANCE, M. and GARCÍA, J.N., 2009. The long-term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology, 33, pp. 672-693.

FIDALGO, R., GARCÍA, J.N., ROBLEDO, P. and TORRANCE, M., 2008. La instrucción en la composición escrita: focalizada en el proceso estratégico auto-regulado planificación y revisión textual vs. producto textual. In: J.A. GONZALEZ-PIENDA and J.C. NÚÑEZ, eds., Psicología y educación: un lugar de encuentro. Oviedo: Servicio de publicaciones Universidad de Oviedo, pp. 196-202.

TORRANCE, M., FIDALGO, R. and GARCÍA, J.N., 2007. The teachability and effectiveness of cognitive self-regulation in sixth grade writers. Learning and Instruction, 17 (3), pp. 265-285.