Gabriela Silva-Maceda - Academia.edu (original) (raw)

Papers by Gabriela Silva-Maceda

Research paper thumbnail of Relación del lenguaje académico y la comprensión lectora con la escritura académica en educación superior en pandemia

RIDE revista iberoamericana para la investigación y el desarrollo educativo, Feb 19, 2024

Research paper thumbnail of Indices of Narrative Language Associated with Disability

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of More Time or Better Tools? A Large-Scale Retrospective Comparison of Pedagogical Approaches to Teach Programming

IEEE Transactions on Education, Nov 1, 2016

Research paper thumbnail of Legos lingüísticos: una descripción de los compuestos sintagmáticos españoles en tres cuerpos mexicanos de la tarea de disponibilidad léxica

Sincronía (Guadalajara), Jun 1, 2022

Syntagmatic compounds are a type of morphological compound that contributes to the increase of a ... more Syntagmatic compounds are a type of morphological compound that contributes to the increase of a learner's vocabulary. They are created when two or more lexemes join to form a new word. Considering they could have wide pedagogic implications due to the multiple combination possibilities from a single base, this analysis intends to describe the frequency and classification of syntagmatic compounds as well as their bases in three Mexican corpora of Lexical Availability Task of students from different times, regions and education levels. It also aims to describe the relationship between bases and lexical items to examine whether a few of the bases are needed for many of syntagmatic compounds found in Spanish. Results showed that syntagmatic compound are quite available (from 10% to 31% of total lexical items). Within the classification of these compounds, the most common were the prepositional ones. It was also found that only 50 bases are needed to form

Research paper thumbnail of Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión/Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension

Revista costarricense de psicología, Dec 20, 2017

(palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. E... more (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investigación exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explicaba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.

Research paper thumbnail of Propiedades Psicométricas de la Guía de Evaluación de Prácticas Inclusivas para Estudiantes

Revista Iberoamericana de Evaluación Educativa, Apr 26, 2023

Research paper thumbnail of Impact of Instructional Sequence to Teach Argumentative Writing to Disadvantaged Students Using the Opinion Article

International Journal of Instruction, Oct 1, 2021

Written argumentation is a complex skill to master. It can be assumed that students can transfer ... more Written argumentation is a complex skill to master. It can be assumed that students can transfer oral argumentation skills into a written format. Still, students from disadvantaged backgrounds for whom this task is highly novel require greater scaffolding to formulate persuasive arguments in writing. Therefore, there is a need for developing sound methodologies to introduce argumentative writing to these students. This study's objective was to address this need to develop evidence-based methodologies for teaching genre novice students at the end of primary school in Mexico (5th and 6th grades). Based on a socio-discursive interactionist approach, an introductory instructional sequence using the opinion article was designed for disadvantaged students. A quantitative pre-test-post-test design evaluated its efficacy in fifth and sixth graders (n= 50) from a rural community in northerncentral Mexico by prompting an initial and final opinion article and measuring intervention changes with inferential statistics. Findings from a mixed 2x2 analysis of variance with Grade as the between-participants variable and Time as the within-participants variable suggested there was a significant instruction effect for both 5 th and 6 th-grade groups (main effect of Time: (F(1,48) = 28.52, p = ≤ .0001, η 2 p =.37). Students did not significantly differ by grade level (main effect of Grade: F(1,48) = 1.82, p = .18, η 2 p =.03), nor did they benefit differently from the intervention (interaction of Time X Grade: (F(1,48) = 1.24, p = .27, η 2 p =.02). When examining the opinion article's dimensions, the Wilcoxon signed-rank tests revealed students could improve the structure and linguistic devices, but not the communication of their texts' purpose. Results suggest a brief, socially relevant opinion article instructional sequence can facilitate the learning of argumentative writing elements in genre novice rural students.

Research paper thumbnail of Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2017

(palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. E... more (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investigación exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explicaba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.

Research paper thumbnail of Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment

Routledge eBooks, Nov 15, 2021

Research paper thumbnail of Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension

A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton ... more A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton for the degree of Doctor or Philosophy November 2013 This work or any part thereof has not previously been presented in any form to the University or to any other body whether for the purposes of assessment, publication or any other purpose (unless otherwise indicated). Except for any express acknowledgements and references cited in the work, I can confirm that the intellectual content of the work is the result of my own efforts and of no other person.

Research paper thumbnail of Propiedades Psicométricas de la Guía de Evaluación de Prácticas Inclusivas para Estudiantes

Revista Iberoamericana de Evaluación Educativa, Apr 26, 2023

Research paper thumbnail of Predicting Reading Comprehension in Spanish: The Evidence for the Simple View Model

World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences, 2017

Research paper thumbnail of Legos lingüísticos: una descripción de los compuestos sintagmáticos españoles en tres cuerpos mexicanos de la tarea de disponibilidad léxica

Sincronía

Syntagmatic compounds are a type of morphological compound that contributes to the increase of a ... more Syntagmatic compounds are a type of morphological compound that contributes to the increase of a learner’s vocabulary. They are created when two or more lexemes join to form a new word. Considering they could have wide pedagogic implications due to the multiple combination possibilities from a single base, this analysis intends to describe the frequency and classification of syntagmatic compounds as well as their bases in three Mexican corpora of Lexical Availability Task of students from different times, regions and education levels. It also aims to describe the relationship between bases and lexical items to examine whether a few of the bases are needed for many of syntagmatic compounds found in Spanish. Results showed that syntagmatic compound are quite available (from 10% to 31% of total lexical items). Within the classification of these compounds, the most common were the prepositional ones. It was also found that only 50 bases are needed to form more than a third of the compou...

Research paper thumbnail of Teaching English in a Mexican rural and an urban primary schools: General classroom teachers as an alternative to become language access facilitators in marginal and indigenous contexts

Cogent Education, 2018

English language teaching (ELT) as a second or foreign language is a worldwide practice for Educa... more English language teaching (ELT) as a second or foreign language is a worldwide practice for Educational Systems in elementary schools. Educational reforms in Mexico have aimed at addressing English language learning within the elementary schools’ curricula, however, there have been shortcomings when implementing the teaching of English as a Foreign Language (EFL) in all Mexican classrooms. This study was done to explore the possibility of general classroom teachers becoming EFL facilitators. The participants were 15 general classroom teachers with no specialization in ELT, from either a rural school in a Bilingual indigenous community or an urban school in the Mexican State of San Luis Potosí. A mixed-method research approach was employed, which included a socioeconomic questionnaire, an attitude towards English questionnaire and an ad hoc questionnaire; to explore the implementation of EFL in the participating schools. Results suggest that general classroom teachers without special...

Research paper thumbnail of El Modelo Simple de Lectura en la identificación de dificultades lectoras en educación primaria

Este estudio fue realizado en una escuela primaria en San Luis Potosí, México. Tuvo tres objetivo... more Este estudio fue realizado en una escuela primaria en San Luis Potosí, México. Tuvo tres objetivos: identificar la tipología de dificultades lectoras a partir del Simple View of Reading o Modelo Simple de Lectura (MSL); conocer la relación entre la Comprensión Lectora (CL) y la Decodificación (D), y entre la CL y la Comprensión Auditiva (CA); y determinar en qué medida las predicciones del MSL permiten identificar las dificultades lectoras. Participaron 53 alumnos de primero de primaria. Se evaluaron tres variables: CA, D y CL. Según los resultados, más de la mitad de los alumnos presentaron dificultades en D, CA o ambas. Se encontraron correlaciones estadísticamente significativas entre CL y D, y entre CL y CA. Finalmente, las predicciones del modelo fueron correctas para pronosticar las dificultades lectoras el 68% de los casos. Se sugiere considerar al MSL como una herramienta útil para identificar las dificultades de lectura en primaria.

Research paper thumbnail of Revista CostaRRiCense de PsiCología

Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensió... more Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension Resumen Un cambio en la forma de evaluar la lectura en México en la educación primaria ha sido la intro-ducción de la medición de la velocidad de lectura (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y...

Research paper thumbnail of The Stress/Self-Esteem Nexus: Attenuating Workplace Stress

Research paper thumbnail of Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment

Global Directions in Inclusive Education

Research paper thumbnail of Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension

A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton ... more A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton for the degree of Doctor or Philosophy November 2013 This work or any part thereof has not previously been presented in any form to the University or to any other body whether for the purposes of assessment, publication or any other purpose (unless otherwise indicated). Except for any express acknowledgements and references cited in the work, I can confirm that the intellectual content of the work is the result of my own efforts and of no other person.

Research paper thumbnail of Teaching English in a Mexican rural and an urban primary schools: General classroom teachers as an alternative to become language access facilitators in marginal and indigenous contexts

COGENT EDUCATION, 2018

Abstract English language teaching (ELT) as a second or foreign language is a worldwide practice ... more Abstract English language teaching (ELT) as a second or foreign language is a worldwide practice for Educational Systems in elementary schools. Educational reforms in Mexico have aimed at addressing English language learning within the elementary schools’ curricula, however, there have been shortcomings when implementing the teaching of English as a Foreign Language (EFL) in all Mexican classrooms. This study was done to explore the possibility of general classroom teachers becoming EFL facilitators. The participants were 15 general classroom teachers with no specialization in ELT, from either a rural school in a Bilingual indigenous community or an urban school in the Mexican State of San Luis Potosí. A mixed-method research approach was employed, which included a socioeconomic questionnaire, an attitude towards English questionnaire and an ad hoc questionnaire; to explore the implementation of EFL in the participating schools. Results suggest that general classroom teachers without specialization in ELT may be a potential positive alternative to implementing ELT by becoming second language facilitators. The findings are discussed in relation to the concept of second language facilitators and recommendations for future studies to further explore this teaching role are laid out.

Research paper thumbnail of Relación del lenguaje académico y la comprensión lectora con la escritura académica en educación superior en pandemia

RIDE revista iberoamericana para la investigación y el desarrollo educativo, Feb 19, 2024

Research paper thumbnail of Indices of Narrative Language Associated with Disability

This article is an open access article distributed under the terms and conditions of the Creative... more This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY

Research paper thumbnail of More Time or Better Tools? A Large-Scale Retrospective Comparison of Pedagogical Approaches to Teach Programming

IEEE Transactions on Education, Nov 1, 2016

Research paper thumbnail of Legos lingüísticos: una descripción de los compuestos sintagmáticos españoles en tres cuerpos mexicanos de la tarea de disponibilidad léxica

Sincronía (Guadalajara), Jun 1, 2022

Syntagmatic compounds are a type of morphological compound that contributes to the increase of a ... more Syntagmatic compounds are a type of morphological compound that contributes to the increase of a learner's vocabulary. They are created when two or more lexemes join to form a new word. Considering they could have wide pedagogic implications due to the multiple combination possibilities from a single base, this analysis intends to describe the frequency and classification of syntagmatic compounds as well as their bases in three Mexican corpora of Lexical Availability Task of students from different times, regions and education levels. It also aims to describe the relationship between bases and lexical items to examine whether a few of the bases are needed for many of syntagmatic compounds found in Spanish. Results showed that syntagmatic compound are quite available (from 10% to 31% of total lexical items). Within the classification of these compounds, the most common were the prepositional ones. It was also found that only 50 bases are needed to form

Research paper thumbnail of Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión/Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension

Revista costarricense de psicología, Dec 20, 2017

(palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. E... more (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investigación exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explicaba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.

Research paper thumbnail of Propiedades Psicométricas de la Guía de Evaluación de Prácticas Inclusivas para Estudiantes

Revista Iberoamericana de Evaluación Educativa, Apr 26, 2023

Research paper thumbnail of Impact of Instructional Sequence to Teach Argumentative Writing to Disadvantaged Students Using the Opinion Article

International Journal of Instruction, Oct 1, 2021

Written argumentation is a complex skill to master. It can be assumed that students can transfer ... more Written argumentation is a complex skill to master. It can be assumed that students can transfer oral argumentation skills into a written format. Still, students from disadvantaged backgrounds for whom this task is highly novel require greater scaffolding to formulate persuasive arguments in writing. Therefore, there is a need for developing sound methodologies to introduce argumentative writing to these students. This study's objective was to address this need to develop evidence-based methodologies for teaching genre novice students at the end of primary school in Mexico (5th and 6th grades). Based on a socio-discursive interactionist approach, an introductory instructional sequence using the opinion article was designed for disadvantaged students. A quantitative pre-test-post-test design evaluated its efficacy in fifth and sixth graders (n= 50) from a rural community in northerncentral Mexico by prompting an initial and final opinion article and measuring intervention changes with inferential statistics. Findings from a mixed 2x2 analysis of variance with Grade as the between-participants variable and Time as the within-participants variable suggested there was a significant instruction effect for both 5 th and 6 th-grade groups (main effect of Time: (F(1,48) = 28.52, p = ≤ .0001, η 2 p =.37). Students did not significantly differ by grade level (main effect of Grade: F(1,48) = 1.82, p = .18, η 2 p =.03), nor did they benefit differently from the intervention (interaction of Time X Grade: (F(1,48) = 1.24, p = .27, η 2 p =.02). When examining the opinion article's dimensions, the Wilcoxon signed-rank tests revealed students could improve the structure and linguistic devices, but not the communication of their texts' purpose. Results suggest a brief, socially relevant opinion article instructional sequence can facilitate the learning of argumentative writing elements in genre novice rural students.

Research paper thumbnail of Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión

DOAJ (DOAJ: Directory of Open Access Journals), Dec 1, 2017

(palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. E... more (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y una pregunta de investigación. Las hipótesis fueron: 1) la relación entre la velocidad lectora en textos regulares tendrá una mayor asociación que la velocidad lectora de pseudopalabras con la comprensión lectora a lo largo de los cuatro grados; 2) la velocidad lectora de pseudopalabras tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2 y; 3) la velocidad lectora de textos regulares tendrá una asociación mayor con comprensión lectora en el ciclo 1 que en el ciclo 2. La pregunta de investigación exploratoria indagó si la velocidad sigue siendo predictiva de la comprensión lectora después de considerar la precisión. Los resultados aportan evidencia que apoyan las tres hipótesis y el análisis realizado para la pregunta de investigación mostró que la velocidad de lectura de textos sólo explicaba una varianza adicional del 6% después de controlar la precisión de lectura de pseudopalabras. Los resultados son interpretados en el contexto de la literatura existente.

Research paper thumbnail of Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment

Routledge eBooks, Nov 15, 2021

Research paper thumbnail of Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension

A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton ... more A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton for the degree of Doctor or Philosophy November 2013 This work or any part thereof has not previously been presented in any form to the University or to any other body whether for the purposes of assessment, publication or any other purpose (unless otherwise indicated). Except for any express acknowledgements and references cited in the work, I can confirm that the intellectual content of the work is the result of my own efforts and of no other person.

Research paper thumbnail of Propiedades Psicométricas de la Guía de Evaluación de Prácticas Inclusivas para Estudiantes

Revista Iberoamericana de Evaluación Educativa, Apr 26, 2023

Research paper thumbnail of Predicting Reading Comprehension in Spanish: The Evidence for the Simple View Model

World Academy of Science, Engineering and Technology, International Journal of Cognitive and Language Sciences, 2017

Research paper thumbnail of Legos lingüísticos: una descripción de los compuestos sintagmáticos españoles en tres cuerpos mexicanos de la tarea de disponibilidad léxica

Sincronía

Syntagmatic compounds are a type of morphological compound that contributes to the increase of a ... more Syntagmatic compounds are a type of morphological compound that contributes to the increase of a learner’s vocabulary. They are created when two or more lexemes join to form a new word. Considering they could have wide pedagogic implications due to the multiple combination possibilities from a single base, this analysis intends to describe the frequency and classification of syntagmatic compounds as well as their bases in three Mexican corpora of Lexical Availability Task of students from different times, regions and education levels. It also aims to describe the relationship between bases and lexical items to examine whether a few of the bases are needed for many of syntagmatic compounds found in Spanish. Results showed that syntagmatic compound are quite available (from 10% to 31% of total lexical items). Within the classification of these compounds, the most common were the prepositional ones. It was also found that only 50 bases are needed to form more than a third of the compou...

Research paper thumbnail of Teaching English in a Mexican rural and an urban primary schools: General classroom teachers as an alternative to become language access facilitators in marginal and indigenous contexts

Cogent Education, 2018

English language teaching (ELT) as a second or foreign language is a worldwide practice for Educa... more English language teaching (ELT) as a second or foreign language is a worldwide practice for Educational Systems in elementary schools. Educational reforms in Mexico have aimed at addressing English language learning within the elementary schools’ curricula, however, there have been shortcomings when implementing the teaching of English as a Foreign Language (EFL) in all Mexican classrooms. This study was done to explore the possibility of general classroom teachers becoming EFL facilitators. The participants were 15 general classroom teachers with no specialization in ELT, from either a rural school in a Bilingual indigenous community or an urban school in the Mexican State of San Luis Potosí. A mixed-method research approach was employed, which included a socioeconomic questionnaire, an attitude towards English questionnaire and an ad hoc questionnaire; to explore the implementation of EFL in the participating schools. Results suggest that general classroom teachers without special...

Research paper thumbnail of El Modelo Simple de Lectura en la identificación de dificultades lectoras en educación primaria

Este estudio fue realizado en una escuela primaria en San Luis Potosí, México. Tuvo tres objetivo... more Este estudio fue realizado en una escuela primaria en San Luis Potosí, México. Tuvo tres objetivos: identificar la tipología de dificultades lectoras a partir del Simple View of Reading o Modelo Simple de Lectura (MSL); conocer la relación entre la Comprensión Lectora (CL) y la Decodificación (D), y entre la CL y la Comprensión Auditiva (CA); y determinar en qué medida las predicciones del MSL permiten identificar las dificultades lectoras. Participaron 53 alumnos de primero de primaria. Se evaluaron tres variables: CA, D y CL. Según los resultados, más de la mitad de los alumnos presentaron dificultades en D, CA o ambas. Se encontraron correlaciones estadísticamente significativas entre CL y D, y entre CL y CA. Finalmente, las predicciones del modelo fueron correctas para pronosticar las dificultades lectoras el 68% de los casos. Se sugiere considerar al MSL como una herramienta útil para identificar las dificultades de lectura en primaria.

Research paper thumbnail of Revista CostaRRiCense de PsiCología

Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensió... more Leer rápido no siempre es igual a comprender: Examinando la relación entre velocidad y comprensión Reading Fast is not always the same as Understanding: Examining the Relationship Between Speed and Comprehension Resumen Un cambio en la forma de evaluar la lectura en México en la educación primaria ha sido la intro-ducción de la medición de la velocidad de lectura (palabras por minuto) del alumno como principal indicador de logro para la comprensión lectora. Esto tiene implicaciones directas en la enseñanza de la lectura. El objetivo de este estudio es examinar la relación entre velocidad lectora y comprensión lectora en una muestra de niños mexicanos entre 1° y 4° grados, para: a) identificar la forma en que la velocidad de lectura de textos y la velocidad de lectura de palabras inventadas se relacionan con la comprensión lectora y b) si estas relaciones difieren entre el ciclo 1 (1.° y 2.° grados) y el ciclo 2 (3.° y 4.° grados) de educación primaria. Se plantearon tres hipótesis y...

Research paper thumbnail of The Stress/Self-Esteem Nexus: Attenuating Workplace Stress

Research paper thumbnail of Collaborative B-learning as a tool to studying and preparing for inclusion in a culturally diverse environment

Global Directions in Inclusive Education

Research paper thumbnail of Are better communicators better readers? An exploration of the connections between narrative language and reading comprehension

A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton ... more A thesis submitted in partial fulfillment of the requirements of the University of Wolverhampton for the degree of Doctor or Philosophy November 2013 This work or any part thereof has not previously been presented in any form to the University or to any other body whether for the purposes of assessment, publication or any other purpose (unless otherwise indicated). Except for any express acknowledgements and references cited in the work, I can confirm that the intellectual content of the work is the result of my own efforts and of no other person.

Research paper thumbnail of Teaching English in a Mexican rural and an urban primary schools: General classroom teachers as an alternative to become language access facilitators in marginal and indigenous contexts

COGENT EDUCATION, 2018

Abstract English language teaching (ELT) as a second or foreign language is a worldwide practice ... more Abstract English language teaching (ELT) as a second or foreign language is a worldwide practice for Educational Systems in elementary schools. Educational reforms in Mexico have aimed at addressing English language learning within the elementary schools’ curricula, however, there have been shortcomings when implementing the teaching of English as a Foreign Language (EFL) in all Mexican classrooms. This study was done to explore the possibility of general classroom teachers becoming EFL facilitators. The participants were 15 general classroom teachers with no specialization in ELT, from either a rural school in a Bilingual indigenous community or an urban school in the Mexican State of San Luis Potosí. A mixed-method research approach was employed, which included a socioeconomic questionnaire, an attitude towards English questionnaire and an ad hoc questionnaire; to explore the implementation of EFL in the participating schools. Results suggest that general classroom teachers without specialization in ELT may be a potential positive alternative to implementing ELT by becoming second language facilitators. The findings are discussed in relation to the concept of second language facilitators and recommendations for future studies to further explore this teaching role are laid out.