Diseño y análisis psicométrico de una escala de auto-eficacia hacia la lectura

Erreferentzia bibliografikoak

• Anderson, R. C. (2008). Role of the reader’s schema in comprehension, learning and memory. En R. B. Ruddel y N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 594-606). Newark : International Reading Association.
• Anmarkrud, O., y Braten, I. (2009). Motivation for reading comprehension. Learning & Individual Differences, 19(2), 252-256.
• Baker, L. (2002). Metacognition in comprehension instruction. En C. C. Block, y M. Pressley (Eds.), Comprehension instruction : Researchbased best practices (pp. 77-95). New York : Guilford Press.
• Baker, L., y Wigfield, A. (1999). Dimensions of children´s motivation for reading and their relations to reading activity and reading achievement. Reading Research Quarterly, 34, 452-477.
• Bandura, A. (1977). Self-efficacy : toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
• Bandura, A. (1997). Self-efficacy : The Exercise of Control. New York : Freeman.
• Bandura, A. (2006). Guide for constructing self-efficacy scales. En F. Pajares, y T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 307- 337). Greenwich, Connecticut : Information Age Publising.
• Borkowski, J. G., Day, J. D., Saenz, D., Dietmeyer, D., Estrada, T. M., y Groteluschen, A. (1992). Expanding the boundaries of cognitive interventions. En B.Y. Wong (Ed.), Contemporary intervention research in learning disabilities : An international perspective (pp. 1–21). New York : Springer-Verlag.
• Burden, R., y Burdett, J. (2005). Factors associated with successful learning in pupils with dislexia. A motivational Analysis. British Journal of Special Education, 32(2), 100-104.
• Cain, K., Oakhill, J. V., Barnes, M. A., y Bryant, P. E. (2001). Comprehension skill, inference-making ability, and the relation to knowledge. Memory and Cognition, 29, 850-859.
• Carnetti, B., Borella, E., Cornoldi, C., y De Beni, R. (2009). Role of working memory in explaining the performance of individuals with specific reading comprehension difficulties : A meta-analysis. Learning & Individual Differences, 19(2), 246-251.
• Chapman, J., y Tunmer, W. (2003). Reading difficulties, reading related self-perceptions, and strategies for overcoming negative self-beliefs. Reading and Writing Quarterly, 19(1), 5-24.
• Clemente, M., y Domínguez, A. B. (1999). La enseñanza de la lectura. Enfoque sociolingüístico y sociocultural. Madrid : Pirámide.
• Coltheart, M. (1978). Lexical Access in simple Reading tasks. En G. Underwook (Ed.), Strategies of Information Processing (pp. 151-216). London : Academic Press.
• Coltheart, M. (2005). Modeling Reading: The Dual-Route Approach. En M. Snowling, y C. Hulme, (2005). The science of reading. A handbook (pp. 39-60). Oxford: Blackwell.
• Escoriza, J. (2009). Categorización y análisis de las dificultades en la comprensión del discurso escrito. Aula Abierta, 37, 55-78.
• Grolnick, W. S., y Ryan, R. M. (1987). Autonomy in children´s learning. An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890-898.
• Guthrie, J. T., y Wigfield, A. (2005). Roles of motivation and engagement in reading comprehension assessment. En S. G. Paris, y S. A. Stahl (Eds.), Children’s Reading Comprehension and Assessment (pp. 187-214). London : Lawrence Erlbaum Associates.
• Guthrie, J. T., Wigfield, A., Metsala, J. L., y Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3, 231- 256.
• Guthrie, J. T., Wigfield, A., Metsala, J. L., y Cox, K. E. (2008). Motivational and cognitive predictors of text comprehension and reading amount. En R. B. Ruddel, y N. J. Unrau (Eds.), Theoretical models and processes of reading (pp. 929-953). Newark : International Reading Association.
• Guthrie, J. T., Wigfield, A., y VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92(2), 331-341.
• Guthrie, J. G., y Wigfield, A (2000). Engagement and motivation in reading. En M. L. Kamil, P. B. Mobenthal, P. D. Pearson, y R. Barr (Eds.), Handbook of reading research, Vol. 3 (pp. 403- 420). New York: Logman.
• Hacker, D. J. (2008). Self-regulated comprehension during normal reading. En R. B. Ruddel, y N. J. Unrau (Eds.). Theoretical models and processes of reading (pp. 755-779). Newark: International Reading Association.
• Kintsch, W. (1998). Comprehension. A paradigm for cognition. Cambridge : Cambridge University Press.
• Kintsch W., y Kintsch, E. (2005). Comprehension. En S. G. Paris, y S. A. Stahl (Eds.), Current issues in reading comprehension and assessment (pp. 71-92). Mahwah, NJ: Lawrence Erlbaum Associates.
• Kintsch, W., y Rawson, K. (2005). Comprehension. En M. Snowling, y C. Hulme (Eds.), The science of reading. A handbook (pp. 209-226). Oxford: Blackwell.
• Lau, K., y Chan, D. W. (2003). Reading strategy use and motivation among Chinese good and poor readers in Hong Kong. Journal of Research in Reading, 26, 177-190.
• Law, Y. K. (2009). The role of attribution beliefs, motivation and strategy use in Chinese fifth-graders´ reading comprehension. Educational Research, 51, 77-95
• Linnenbrink, E. A., y Pintrich, P. R. (2003). The role of self-efficacy beliefs in student engagement and learning in the classroom. Reading and Writing Quarterly, 19, 119-137.
• Martínez-Cocó, B., Caso, A. M., y García, J. N. (2009). Composición escrita y motivación : una perspectiva de desarrollo. Aula Abierta, 37(1), 129-140.
• Mattus, J. A., Pérez, E., Pujol, M. A., y Casasola, I. A. (2011, Marzo). Desarrollo y validación preliminar de una escala de auto-eficacia para la comprensión lectora. Comunicación presentada en el VI Congreso Internacional de Psicología y Educación de la Asociación Nacional de Psicología y Educación en España, Valladolid.
• Mills, N., Pajares, F., y Herron, C. (2006). A reevaluation of the role of anxiety: self-efficacy, anxiety and their relation to reading and listening proficiency. Foreign Language Annals, 39(2), 276-295.
• Mucherah, W., y Yoder, A. (2008). Motivation for Reading and middle school student´s performance on standardized testing. Reading Psychology : An International Journal, 29, 214-235.
• Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing : A review of the literature. Reading y Writing Quarterly, 19, 159-172.
• Pajares, F, Hartley, J., y Valiente, G. (2001). Response Format in Writing Self-efficacy Assessment: Greater Discrimination Increases Prediction. Measurement and Evaluation in Counseling and Development, 33, 214-221.
• Pajares, F., Valiente, G., y Cheong, Y. F. (2006). Writing self-efficacy and its relation to gender, writing motivation, and writing competence : A developmental Perspective. En G. Rijlaarsdam, P. Boscolo, y S. Hidi (Eds.), Studies in writing. Volume 23, Writing and motivation (pp. 145-162). Oxford: Elsevier.
• Pintrich, P. R. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95, 667-686.
• Pintrich, P. R., y Schunk, D. H. (2002). Motivation in education : Theory, research, and applications (2nd ed.). Upper Saddle River, N. J.: Prentice Hall.
• Ramos, J. L., y Cuetos, F. (2000). Evaluación de los procesos lectores. PROLEC-SE. Madrid : TEA Ediciones.
• Savage, R., Lavers, N., y Pillay, V. (2007). Working memory and reading difficulties : What we know and what we don’t know about the relationship. Educational Psychological Review, 19, 185-221.
• Schiefele, U. (1999). Interest and learning from text. Scientific Studies of Reading, 3, 257- 279.
• Schunk, D. H., y Rice, J. M. (1993). Strategy fading and progress feedback : Effects on self-efficacy and comprehension among students receiving remedial reading services. Journal of Special Education, 27, 257-276.
• Schunk, D., y Zimmerman, B. (1997). Developing self-efficacious readers and writers : The role of social and self-regulatory processes. En J. Guthrie y A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 34- 51). Newark, DE: International Reading Association.
• Snowling, M., y Hulme, C. (2005). The science of reading. A handbook. Oxford : Blackwell.
• Swanson, H.L., Keler, P., y Jerman, O. (2010). Working memory, strategy knowledge, and strategy instruction in children with Reading Disabilities. Journal of Learning Disabilities, 43(1), 24- 47.
• Tabassam, W., y Grainger, J. (2002). Self-concept, attributional style and self-efficacy beliefs of students with learning disabilities with and without attention deficit hyperactivity disorder. Learning Disability Quartetly, 25, 141-151.
• Van Dijk, T. A., y Kintsch, K. (1983). Strategies of Discourse Comprehension. New York : Academic Press.
• Vidal-Abarca, E., Gilabert, R., Martínez, T., Sellés, P., Abad, N., y Ferrer, C. (2007). Test de Estrategias de Comprensión – TEC. Madrid: Editorial ICCE.
• Vieiro, P., y Gómez, I. (2004). Psicología de la lectura. Procesos, teorías y aplicaciones instrucionales. Madrid : Pearson Prentic Hall.
• Wang, J. H. Y., y Guthrie, J. T. (2004). Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U. S. and Chinese students. Reading Research Quarterly, 39, 162-186.
• Wigfield, A., y Eccles, J. (1992). The development of achievement task values : a theoretical analysis. Development Review, 12, 265-310.
• Yang, Y. F. (2006). Reading strategies or comprehension monitoring strategies? Reading Psychology, 27, 313-343.