Zobrazeno 1 - 10
of 18
pro vyhledávání: '"María Arrimada"'
Publikováno v:
Papeles del Psicólogo, Vol 42, Iss 3, Pp 222-229 (2021)
The increase in the incidence of bullying justifies the growing need for reliable instruments for its assessment. This study presents a comparative analysis of 9 questionnaires for the detection of school bullying aimed at pupils in the last stage of
Externí odkaz:
https://doaj.org/article/5a5f03653fac476d8dc37e0c12ad75db
Publikováno v:
Papeles del Psicólogo, Vol 41, Iss 1, Pp 54-65 (2020)
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 psycho
Externí odkaz:
https://doaj.org/article/0901107f78264986aad07c317ebfe98e
Publikováno v:
INFAD, Vol 2, Iss 1, Pp 251-260 (2018)
Several empirical reviews and meta-analysis in the field of writing instruction point to strategy instruction and the use of computer programs as instructional support in writing composition tasks, as two effective ways of promoting students’ acqui
Externí odkaz:
https://doaj.org/article/e6dd442819fc46699da12c767a8a3cc4
Publikováno v:
BULERIA. Repositorio Institucional de la Universidad de León
instname
instname
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
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fed4024bbf5eeb11ec1d5f5cbbf1f549
http://hdl.handle.net/10612/13840
http://hdl.handle.net/10612/13840
Autor:
María Arrimada
Publikováno v:
Journal of Writing Research. 10:573-581
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::fc05b626ed2030715cb9c231ae95f138
https://doi.org/10.17239/jowr-2019.10.03.07
https://doi.org/10.17239/jowr-2019.10.03.07
Publikováno v:
Papeles del Psicólogo v.42 n.3 2021
SciELO España. Revistas Científicas Españolas de Ciencias de la Salud
Banco de España
SciELO España. Revistas Científicas Españolas de Ciencias de la Salud
Banco de España
espanolEl aumento en la incidencia del acoso escolar justifica la creciente necesidad de contar con instrumentos fiables para su evaluacion. Este estudio presenta un analisis comparativo de 9 cuestionarios de deteccion del acoso escolar destinados a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::fb0f4b54f4ab16e900b78ed27e0cfbc0
http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S0214-78232021000300008
http://scielo.isciii.es/scielo.php?script=sci_arttext&pid=S0214-78232021000300008
Publikováno v:
The British journal of educational psychologyReferences. 91(2)
Background: Written composition requires handwriting, spelling, and text planning skills, all largely learned through school instruction. Students’ rate of learning to compose text in their first months at school will depend, in part, on their lite
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::9452e6bb0b708c2285e249be5fdd0fa0
https://pubmed.ncbi.nlm.nih.gov/33236364
https://pubmed.ncbi.nlm.nih.gov/33236364
Publikováno v:
Papeles del Psicólogo v.41 n.1 2020
SciELO España: Revistas Científicas Españolas de Ciencias de la Salud
Instituto de Salud Carlos III (ISCIII)
SciELO España. Revistas Científicas Españolas de Ciencias de la Salud
instname
SciELO España: Revistas Científicas Españolas de Ciencias de la Salud
Instituto de Salud Carlos III (ISCIII)
SciELO España. Revistas Científicas Españolas de Ciencias de la Salud
instname
Resumen La evidencia científica sitúa el modelo de Respuesta a la Intervención como el enfoque clave para la prevención y diagnóstico de las Dificultades de Aprendizaje Específicas en Escritura. La formación del psicólogo educativo en torno a
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f7ea1586c4fca72bf988f3dbf8079abb
https://doi.org/10.23923/pap.psicol2020.2918
https://doi.org/10.23923/pap.psicol2020.2918