Juan E. Jiménez | Universidad de La Laguna (original) (raw)

Papers by Juan E. Jiménez

European Journal of Education and Psychology

El objetivo de este trabajo ha sido evaluar el desarrollo evolutivo de flexibilidad cognitiva y o... more El objetivo de este trabajo ha sido evaluar el desarrollo evolutivo de flexibilidad cognitiva y obtener datos normativos de la prueba “Test de los Cinco Dígitos” en escolares de Educación Primaria (EP) en la Comunidad Autónoma de Canarias. Con este propósito se seleccionó una muestra de 1.032 alumnos escolarizados entre primero y sexto curso de EP, con edades comprendidas entre los 6 y 12 años. Se analizó el tiempo invertido en la realización de las tareas de lectura, conteo y alternancia y calculándose finalmente el de flexibilidad. Los resultados encontrados ponen de manifiesto una tendencia lineal en el desarrollo de esta función, produciéndose un mayor crecimiento entre los 6 y 9 años y un descenso en la tasa de crecimiento entre los 9 y 13 años. Se calcularon también los baremos por curso de la prueba en la población escolar seleccionada de la Comunidad Autónoma de Canarias.

Frontiers in Psychology

The present study analyzes the relationship between teachers' beliefs about learning to read, tea... more 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 read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read.

European Journal of Investigation in Health, Psychology and Education, 2017

This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using C... more 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. The IPAM is a Curriculum-Based Measurement (CBM) instrument composed of three alternative or parallel measures (A, B and C) that try to measure the same latent structure (i.e., number sense). The IPAM measures were administered three times per year (i.e., fall, winter, spring). Its main objective is the universal screening and evaluation of students' mathematics learning progress in the elementary grades through the evaluation of fluency for different tasks (i.e., magnitude comparison, one-digit operations, two-digit operations, missing number, and position value). Fluency is measured by counting the number of correct answers given by...

This study was designed to assess whether the effects of computer-assisted practice on visual wor... more 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 perfor-mance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achieve-ment standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 “garden-variety ” (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading com-prehension, phonological awareness, and visual and phonological ...

The roots of the concept of Responsiveness to Intervention or RtI are attempts to fi nd the best ... more The roots of the concept of Responsiveness to Intervention or RtI are attempts to fi nd the best way to educate children who might be at risk for reading disabilities, by adjusting pedagogical strategies based on student response patterns (Grigorenko, 2009). Until recently, in the United States, the traditional way to identify students with Specifi c Learning Disabilities (SLD) was through the discrepancy model where student IQs were compared to their level of achievement (Kavale, 2002). However, educators and researchers alike have questioned this model as a means to defi ne and identify students with SLD (Johnson, Mellard, & Byrd, 2005). Most research on the validity of the IQ-achievement discrepancy model as a way to defi ne learning disabilities (LD) has focused on differences in cognitive profi les within poor readers. The review of the literature shows that there are cognitive differences between dyslexics and poor readers outside of the word recognition module

Electronic Journal of Research in Education Psychology, 2017

Introducción. El objetivo de este estudio ha sido examinar el papel de las unidades multiletras, ... more Introducción. El objetivo de este estudio ha sido examinar el papel de las unidades multiletras, tales como el morfema y la palabra completa, en el acceso al léxico, en niños españoles con dislexia.Método. Para llevarlo a cabo, se seleccionó una muestra la cual se distribuyó en tres grupos diferentes: 1) Un grupo experimental formado por 18 niños con dificultad lectora (DAL); (2) Un grupo control de 27 lectores normales de la misma edad que el grupo de lectores con dificultad (BL); y (3) Un grupo control formado por 15 niños más jóvenes y del mismo nivel lector que los lectores con dificultad (NL). Se utilizó una tarea de selección de homófonos y de comprensión de raíces morfológicas. Se analizaron los resultados teniendo en cuenta medidas de exactitud y de latencia para la tarea de comprensión morfológica y de exactitud para la tarea de homófonos.Resultados. Los resultados mostraron que había un déficit en el procesamiento léxico en los niños con dificultad lectora ya que su rendim...

European Journal of Investigation in Health, Psychology and Education, 2015

El objetivo de este estudio ha sido analizar cuáles son las teorías sobre el aprendizaje de la le... more 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 que forma parte del programa tutorial LETRA (www.programaletra.ull.es) que está orientado a la formación del profesorado tutor y de apoyo para la enseñanza de la lectura. Los resultados nos muestran que los profesores que se atribuyen teorías sobre el aprendizaje de la lectura con una orientación sociocultural se inclinan más por un método mixto; los profesores con una orientación más conductista piensan que la repetición en sus ejercicios y en la instrucción es importante para enseñar a leer, y se inclinan más por la utilización de un método silábico y mixto. Por último, los resultados nos indican que los profesores que se atribuyen una ...

Psychology, Society, & Education, 2017

Resumen:El principal objetivo de este estudio ha sido analizar los efectos del programa tutorial ... more Resumen:El principal objetivo de este estudio ha sido analizar los efectos del programa tutorial Primate sobre los conocimientos y la valoración que realiza el profesorado tutor de aula y el profesorado de apoyo en las Islas Canarias. Se trata de un sistema de aprendizaje tutorial que utiliza la plataforma Moodle para crear un ambiente educativo virtual, dirigido para que el profesorado que atiende al alumnado en riesgo de presentar Dificultades Específica de Aprendizaje en Matemáticas (DEAM), pueda tener una formación sobre la instrucción temprana de las matemáticas en niños que se encuentran en situación de riesgo a partir de lo que prescribe la investigación científica. Se encontró que ambos grupos mejoraron sus conocimientos en las distintas áreas evaluadas a través del sistema tutorial. Finalmente, tanto el profesorado de apoyo como los profesores tutores de aula realizaron una valoración positiva de todos los módulos que componen el Primate Effects of Online Tutorial System on...

International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 2017

Handwriting evolves with the pass of time. The type of script which children begin to learn depen... more Handwriting evolves with the pass of time. The type of script which children begin to learn depends on curriculum in their countries and the educational policy. There are two main types of script: manuscript and cursive. There is a controversial issue about which type of script would be best to use to begin the teaching of handwriting, but has not been a consensus yet. This research analyzes manuscript and cursive script modalities. Our objective was to determine whether there are differences in accuracy and fluency when students are copying the alphabet letters using different types of script (manuscript vs. cursive), and also whether these differences are mediated by the grade (1st, 2nd and 3rd). A subtest from the test called Early Grade Writing Assessment (EGWA) (Jiménez, 2012) was administered to a sample of children from 1st, 2nd and 3rd grade.

Teaching and Teacher Education, 2016

Teaching children how to read demands a high degree of specialization. The creation of a Spanish ... more Teaching children how to read demands a high degree of specialization. The creation of a Spanish online teacher professional development program has been developed to improve teaching of reading. Post-Letra program revealed changes in teachers' beliefs about learning to read. Post-Letra program, teachers learned more about the essential components of the reading process. The assessment of the training and support website was quite positive by pre-service and in-service teachers.

Revista Latinoamericana de Psicología, 2016

Conciencia sintáctica; Conciencia fonológica; Desarrollo lector; Ortografía transparente Resumen ... more Conciencia sintáctica; Conciencia fonológica; Desarrollo lector; Ortografía transparente Resumen El desarrollo de la conciencia sintáctica ha sido escasamente investigado en una ortografía transparente como la del español. Situación totalmente contraria es la que ha experimentado la conciencia fonológica, cuyo desarrollo y rol en la adquisición lectora han recibido mucha más atención tanto en lenguas transparentes como en opacas. Investigaciones en inglés y en francés han demostrado que las habilidades metasintácticas siguen desarrollándose después de comenzada la alfabetización y que incluso a los 11 o 14 años aún no ha culminado este desarrollo. El propósito del presente estudio es describir y comparar el desarrollo evolutivo de la conciencia sintáctica y conciencia fonológica en niños chilenos del periodo básico. Para ello, se seleccionó una muestra de 234 sujetos, pertenecientes a colegios públicos y privados, quienes realizaron individualmente una tarea de conciencia sintáctica y otra de conciencia fonémica. Los resultados en español confirman los hallazgos obtenidos en lenguas opacas, puesto que muestran que el desarrollo de ambas habilidades metalingüísticas continúa evolucionando durante el periodo básico.

Cognitiva, 1997

En esta investigación se analiza el efecto de la frecuencia silábica posicional en el reconocimie... more En esta investigación se analiza el efecto de la frecuencia silábica posicional en el reconocimiento visual de palabrasen el contexto del aprendizaje de la lectura. En los experimentos 1 y 2 se analiza el efecto de esta variable subléxica sobre lostiemposde reacción y de latencia en ...

Procedia - Social and Behavioral Sciences, 2012

Dyslexia is a very common learning disability in Spanish-speaking university students and require... more Dyslexia is a very common learning disability in Spanish-speaking university students and requires special attention by experts and teachers to intervene with and assist affected students during their learning process. However, appropriate tools that assess cognitive processes associated with dyslexia in adults do not exist in Spanish. In this context, a novel battery (BEDA) was b uilt making use of web-based technology and based on multimodal communication to deliver assessment tasks using visual, auditory, and speech communication channels. BEDA has eight modules: six for assessing each cognitive process, one for analyzing results, and one for administration purposes. BEDA was tested by teachers and students at the University of Girona. The findings indicated that the teachers had a limited awareness of dyslexic students. However, they showed interest in using BEDA. The students were able to complete the battery in 40-50 minutes and their satisfaction was quite high in terms of usability.

Journal of Learning Disabilities, 2003

This study was designed to assess whether the effects of computer-assisted practice on visual wor... more 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 comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 “garden-variety” (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological task...

Journal of Learning Disabilities, 2007

The aims of this study were (a) to determine whether Spanish children with reading disabilities (... more The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age—matched controls, and 27 reading ability—matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.

Psicothema, 2006

En la actualidad está perfectamente establecido que la dislexia, condición que perdura a lo largo... more En la actualidad está perfectamente establecido que la dislexia, condición que perdura a lo largo de la vida del sujeto, está motiva-da por un desorden de naturaleza cerebral. Una forma de considerar si los trastornos severos en la lectura están motivados por déficit en el ...

Anales de Pediatría Continuada, 2010

Se detecta un aumento de los diagnósticos de trastorno por déficit de atención con hiperactividad... more Se detecta un aumento de los diagnósticos de trastorno por déficit de atención con hiperactividad (TDAH). ¿Son reales? Es conveniente llevar a cabo un análisis crítico de este trastorno. Actualización Trastorno por déficit de atención con o sin hiperactividad. Una revisión crítica J. Cornellà Lectura rápida

Journal of learning disabilities, Jan 7, 2016

This study had two purposes: examining the internal structure of theTest Estandarizado para la Ev... more This study had two purposes: examining the internal structure of theTest Estandarizado para la Evaluación Inicial de la Escritura 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 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers,...

Annals of Dyslexia

This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention imp... more 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 same intervention with medium fidelity, and an at-risk control group that did not receive a Tier 2 intervention. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. Hierarchical linear modeling analyses were conducted to explore differences in growth rate. The at-risk children in the intervention condition showed a higher growth compared to at-risk children in the control condition, and specifically when the intervention was delivered with a high degree of fidelity.

European Journal of Education and Psychology

El objetivo de este trabajo ha sido evaluar el desarrollo evolutivo de flexibilidad cognitiva y o... more El objetivo de este trabajo ha sido evaluar el desarrollo evolutivo de flexibilidad cognitiva y obtener datos normativos de la prueba “Test de los Cinco Dígitos” en escolares de Educación Primaria (EP) en la Comunidad Autónoma de Canarias. Con este propósito se seleccionó una muestra de 1.032 alumnos escolarizados entre primero y sexto curso de EP, con edades comprendidas entre los 6 y 12 años. Se analizó el tiempo invertido en la realización de las tareas de lectura, conteo y alternancia y calculándose finalmente el de flexibilidad. Los resultados encontrados ponen de manifiesto una tendencia lineal en el desarrollo de esta función, produciéndose un mayor crecimiento entre los 6 y 9 años y un descenso en la tasa de crecimiento entre los 9 y 13 años. Se calcularon también los baremos por curso de la prueba en la población escolar seleccionada de la Comunidad Autónoma de Canarias.

Frontiers in Psychology

The present study analyzes the relationship between teachers' beliefs about learning to read, tea... more 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 read (Jiménez et al., 2015). Secondly, to study teaching practices, an observation tool was used (Suárez et al., 2018). Thirdly, in order to know the opinion of teachers about how to teach reading, we adapted the instrument to assess teaching perspectives elaborated by Clark and Yinger (1979). Finally, all the information was triangulated and analyzed using mixed methods. The results indicated that the relationship between beliefs, practices, and discourse is not always consistent. In all teachers, a relationship was found between some of their beliefs, practices, and discourse. At the level of beliefs, all teachers presented one predominant attributional profile, although to a lesser extent, their beliefs were also attributable to other learning theories. The results indicated that all the teachers carried out teaching practices associated with the different learning theories. Similarly to their discourse, all teachers showed diverse opinions about the learning processes involved in reading. These results indicate that teachers maintain eclectic approaches, both when they carry out activities in the classroom and when they think about learning to read.

European Journal of Investigation in Health, Psychology and Education, 2017

This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using C... more 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. The IPAM is a Curriculum-Based Measurement (CBM) instrument composed of three alternative or parallel measures (A, B and C) that try to measure the same latent structure (i.e., number sense). The IPAM measures were administered three times per year (i.e., fall, winter, spring). Its main objective is the universal screening and evaluation of students' mathematics learning progress in the elementary grades through the evaluation of fluency for different tasks (i.e., magnitude comparison, one-digit operations, two-digit operations, missing number, and position value). Fluency is measured by counting the number of correct answers given by...

This study was designed to assess whether the effects of computer-assisted practice on visual wor... more 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 perfor-mance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achieve-ment standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 “garden-variety ” (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading com-prehension, phonological awareness, and visual and phonological ...

The roots of the concept of Responsiveness to Intervention or RtI are attempts to fi nd the best ... more The roots of the concept of Responsiveness to Intervention or RtI are attempts to fi nd the best way to educate children who might be at risk for reading disabilities, by adjusting pedagogical strategies based on student response patterns (Grigorenko, 2009). Until recently, in the United States, the traditional way to identify students with Specifi c Learning Disabilities (SLD) was through the discrepancy model where student IQs were compared to their level of achievement (Kavale, 2002). However, educators and researchers alike have questioned this model as a means to defi ne and identify students with SLD (Johnson, Mellard, & Byrd, 2005). Most research on the validity of the IQ-achievement discrepancy model as a way to defi ne learning disabilities (LD) has focused on differences in cognitive profi les within poor readers. The review of the literature shows that there are cognitive differences between dyslexics and poor readers outside of the word recognition module

Electronic Journal of Research in Education Psychology, 2017

Introducción. El objetivo de este estudio ha sido examinar el papel de las unidades multiletras, ... more Introducción. El objetivo de este estudio ha sido examinar el papel de las unidades multiletras, tales como el morfema y la palabra completa, en el acceso al léxico, en niños españoles con dislexia.Método. Para llevarlo a cabo, se seleccionó una muestra la cual se distribuyó en tres grupos diferentes: 1) Un grupo experimental formado por 18 niños con dificultad lectora (DAL); (2) Un grupo control de 27 lectores normales de la misma edad que el grupo de lectores con dificultad (BL); y (3) Un grupo control formado por 15 niños más jóvenes y del mismo nivel lector que los lectores con dificultad (NL). Se utilizó una tarea de selección de homófonos y de comprensión de raíces morfológicas. Se analizaron los resultados teniendo en cuenta medidas de exactitud y de latencia para la tarea de comprensión morfológica y de exactitud para la tarea de homófonos.Resultados. Los resultados mostraron que había un déficit en el procesamiento léxico en los niños con dificultad lectora ya que su rendim...

European Journal of Investigation in Health, Psychology and Education, 2015

El objetivo de este estudio ha sido analizar cuáles son las teorías sobre el aprendizaje de la le... more 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 que forma parte del programa tutorial LETRA (www.programaletra.ull.es) que está orientado a la formación del profesorado tutor y de apoyo para la enseñanza de la lectura. Los resultados nos muestran que los profesores que se atribuyen teorías sobre el aprendizaje de la lectura con una orientación sociocultural se inclinan más por un método mixto; los profesores con una orientación más conductista piensan que la repetición en sus ejercicios y en la instrucción es importante para enseñar a leer, y se inclinan más por la utilización de un método silábico y mixto. Por último, los resultados nos indican que los profesores que se atribuyen una ...

Psychology, Society, & Education, 2017

Resumen:El principal objetivo de este estudio ha sido analizar los efectos del programa tutorial ... more Resumen:El principal objetivo de este estudio ha sido analizar los efectos del programa tutorial Primate sobre los conocimientos y la valoración que realiza el profesorado tutor de aula y el profesorado de apoyo en las Islas Canarias. Se trata de un sistema de aprendizaje tutorial que utiliza la plataforma Moodle para crear un ambiente educativo virtual, dirigido para que el profesorado que atiende al alumnado en riesgo de presentar Dificultades Específica de Aprendizaje en Matemáticas (DEAM), pueda tener una formación sobre la instrucción temprana de las matemáticas en niños que se encuentran en situación de riesgo a partir de lo que prescribe la investigación científica. Se encontró que ambos grupos mejoraron sus conocimientos en las distintas áreas evaluadas a través del sistema tutorial. Finalmente, tanto el profesorado de apoyo como los profesores tutores de aula realizaron una valoración positiva de todos los módulos que componen el Primate Effects of Online Tutorial System on...

International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología., 2017

Handwriting evolves with the pass of time. The type of script which children begin to learn depen... more Handwriting evolves with the pass of time. The type of script which children begin to learn depends on curriculum in their countries and the educational policy. There are two main types of script: manuscript and cursive. There is a controversial issue about which type of script would be best to use to begin the teaching of handwriting, but has not been a consensus yet. This research analyzes manuscript and cursive script modalities. Our objective was to determine whether there are differences in accuracy and fluency when students are copying the alphabet letters using different types of script (manuscript vs. cursive), and also whether these differences are mediated by the grade (1st, 2nd and 3rd). A subtest from the test called Early Grade Writing Assessment (EGWA) (Jiménez, 2012) was administered to a sample of children from 1st, 2nd and 3rd grade.

Teaching and Teacher Education, 2016

Teaching children how to read demands a high degree of specialization. The creation of a Spanish ... more Teaching children how to read demands a high degree of specialization. The creation of a Spanish online teacher professional development program has been developed to improve teaching of reading. Post-Letra program revealed changes in teachers' beliefs about learning to read. Post-Letra program, teachers learned more about the essential components of the reading process. The assessment of the training and support website was quite positive by pre-service and in-service teachers.

Revista Latinoamericana de Psicología, 2016

Conciencia sintáctica; Conciencia fonológica; Desarrollo lector; Ortografía transparente Resumen ... more Conciencia sintáctica; Conciencia fonológica; Desarrollo lector; Ortografía transparente Resumen El desarrollo de la conciencia sintáctica ha sido escasamente investigado en una ortografía transparente como la del español. Situación totalmente contraria es la que ha experimentado la conciencia fonológica, cuyo desarrollo y rol en la adquisición lectora han recibido mucha más atención tanto en lenguas transparentes como en opacas. Investigaciones en inglés y en francés han demostrado que las habilidades metasintácticas siguen desarrollándose después de comenzada la alfabetización y que incluso a los 11 o 14 años aún no ha culminado este desarrollo. El propósito del presente estudio es describir y comparar el desarrollo evolutivo de la conciencia sintáctica y conciencia fonológica en niños chilenos del periodo básico. Para ello, se seleccionó una muestra de 234 sujetos, pertenecientes a colegios públicos y privados, quienes realizaron individualmente una tarea de conciencia sintáctica y otra de conciencia fonémica. Los resultados en español confirman los hallazgos obtenidos en lenguas opacas, puesto que muestran que el desarrollo de ambas habilidades metalingüísticas continúa evolucionando durante el periodo básico.

Cognitiva, 1997

En esta investigación se analiza el efecto de la frecuencia silábica posicional en el reconocimie... more En esta investigación se analiza el efecto de la frecuencia silábica posicional en el reconocimiento visual de palabrasen el contexto del aprendizaje de la lectura. En los experimentos 1 y 2 se analiza el efecto de esta variable subléxica sobre lostiemposde reacción y de latencia en ...

Procedia - Social and Behavioral Sciences, 2012

Dyslexia is a very common learning disability in Spanish-speaking university students and require... more Dyslexia is a very common learning disability in Spanish-speaking university students and requires special attention by experts and teachers to intervene with and assist affected students during their learning process. However, appropriate tools that assess cognitive processes associated with dyslexia in adults do not exist in Spanish. In this context, a novel battery (BEDA) was b uilt making use of web-based technology and based on multimodal communication to deliver assessment tasks using visual, auditory, and speech communication channels. BEDA has eight modules: six for assessing each cognitive process, one for analyzing results, and one for administration purposes. BEDA was tested by teachers and students at the University of Girona. The findings indicated that the teachers had a limited awareness of dyslexic students. However, they showed interest in using BEDA. The students were able to complete the battery in 40-50 minutes and their satisfaction was quite high in terms of usability.

Journal of Learning Disabilities, 2003

This study was designed to assess whether the effects of computer-assisted practice on visual wor... more 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 comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 “garden-variety” (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological task...

Journal of Learning Disabilities, 2007

The aims of this study were (a) to determine whether Spanish children with reading disabilities (... more The aims of this study were (a) to determine whether Spanish children with reading disabilities (RD) show a speech perception deficit and (b) to explore the locus and nature of this perceptive deficit. A group of 29 children with RD, 41 chronological age—matched controls, and 27 reading ability—matched younger controls were tested on tasks of speech perception. The effect of linguistic unit (word vs. syllable) and type of phonetic contrast (voicing, place and manner of articulation) were analyzed in terms of the number of errors and the response time. The results revealed a speech perception deficit in Spanish children with RD that was independent of the type of phonetic contrast and of linguistic unit.

Psicothema, 2006

En la actualidad está perfectamente establecido que la dislexia, condición que perdura a lo largo... more En la actualidad está perfectamente establecido que la dislexia, condición que perdura a lo largo de la vida del sujeto, está motiva-da por un desorden de naturaleza cerebral. Una forma de considerar si los trastornos severos en la lectura están motivados por déficit en el ...

Anales de Pediatría Continuada, 2010

Se detecta un aumento de los diagnósticos de trastorno por déficit de atención con hiperactividad... more Se detecta un aumento de los diagnósticos de trastorno por déficit de atención con hiperactividad (TDAH). ¿Son reales? Es conveniente llevar a cabo un análisis crítico de este trastorno. Actualización Trastorno por déficit de atención con o sin hiperactividad. Una revisión crítica J. Cornellà Lectura rápida

Journal of learning disabilities, Jan 7, 2016

This study had two purposes: examining the internal structure of theTest Estandarizado para la Ev... more This study had two purposes: examining the internal structure of theTest Estandarizado para la Evaluación Inicial de la Escritura 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 elementary school children carried out the following writing tasks: writing the alphabet in order from memory, allograph selection, word copying, writing dictated words with inconsistent spelling, writing pseudowords from dictation, and independent composition of sentence. For this purpose, exploratory factor analysis for the TEVET was conducted. Principal component analysis with a varimax rotation identified three factors with eigenvalues greater than 1.0. Based on factorial analysis, we analyzed the keyboarding skills across grades in Spanish elementary school children with and without LD (i.e., poor handwriters compared with poor spellers,...

Annals of Dyslexia

This study examined the role of fidelity in the reading outcomes within a Tier 2 intervention imp... more 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 same intervention with medium fidelity, and an at-risk control group that did not receive a Tier 2 intervention. Implementation fidelity was analyzed using direct observations and self-reports. All students were assessed three times during the academic year. Hierarchical linear modeling analyses were conducted to explore differences in growth rate. The at-risk children in the intervention condition showed a higher growth compared to at-risk children in the control condition, and specifically when the intervention was delivered with a high degree of fidelity.