El modelo de respuesta a la intervención en escrituraRevisión de medidas de evaluación y prácticas instruccionales

  1. María Arrimada 1
  2. Mark Torrance 2
  3. Raquel Fidalgo 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

  2. 2 Nottingham Trent University
    info

    Nottingham Trent University

    Nottingham, Reino Unido

    ROR https://ror.org/04xyxjd90

Revista:
Papeles del psicólogo

ISSN: 0214-7823 1886-1415

Año de publicación: 2020

Título del ejemplar: Utilización de los test en España

Volumen: 41

Número: 1

Páginas: 54-65

Tipo: Artículo

DOI: 10.23923/PAP.PSICOL2020.2918 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Papeles del psicólogo

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 la instrucción en competencia escrita y la monitorización del progreso del alumnado resulta fundamental para desarrollar su labor de orientación al profesorado en la aplicación eficiente de dicho modelo. En este estudio se presenta una revisión internacional de las dos dimensiones clave del modelo: las medidas de evaluación de las habilidades escritoras sensibles al cambio y las prácticas instruccionales empíricamente validadas para la mejora de la competencia escrita. A partir de la revisión de 34 artículos, se analizan la idoneidad de las medidas y tareas de evaluación a utilizar y se discuten las prácticas instruccionales eficaces según el proceso cognitivo de la escritura en el que se focalizan: ortografía, caligrafía o procesos cognitivo de orden superior.

Información de financiación

Received: 13 June 2019 - Accepted: 14 October 2019 Correspondence: Raquel Fidalgo. Departamento de Psicología, Sociología y Filosofía. Facultad de Educación. Universidad de León. Campus de Vegazana s/n. 24071. León. España. Email: rfidr@unileon.es ............ This study has been funded by the project EDU2015-67484-P MI-NECO/FEDER, granted to the third author by the Ministry of Economy and Competitiveness. In addition, it has been developed under the concession of a University Teacher Training Grant (FPU014/04467), awarded to the first author of the study by the Ministry of Education, Culture and Sports.

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