Publicaciones en colaboración con investigadores/as de Nottingham Trent University (20)

2022

  1. Response to Intervention in first-grade writing instruction: a large-scale feasibility study

    Reading and Writing, Vol. 35, Núm. 4, pp. 943-969

2021

  1. Evaluating effects of different forms of revision instruction in upper-primary students

    Reading and Writing, Vol. 34, Núm. 7, pp. 1741-1767

2020

  1. El modelo de respuesta a la intervención en escritura: Revisión de medidas de evaluación y prácticas instruccionales

    Papeles del psicólogo, Vol. 41, Núm. 1, pp. 54-65

2019

  1. Effects of teaching planning strategies to first-grade writers

    British Journal of Educational Psychology, Vol. 89, Núm. 4, pp. 670-688

  2. The online management of writing processes and their contribution to text quality in upper-primary students

    Psicothema, Vol. 31, Núm. 3, pp. 311-318

2018

  1. How to report writing interventions? A case study on the analytic description of two effective revision interventions

    Journal of Writing Research, Vol. 10, Núm. 2, pp. 279-329

  2. Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach

    Reading and Writing, Vol. 31, Núm. 4, pp. 865-891

  3. Timed written picture naming in 14 European languages

    Behavior Research Methods, Vol. 50, Núm. 2, pp. 744-758

2017

  1. Effects of direct instruction and strategy modeling on upper-primary students' writing development

    Frontiers in Psychology, Vol. 8, Núm. JUN

  2. La efectividad de la instrucción estratégica y autorregulada para la mejora de las habilidades de revisión textual en educación primaria

    Avances en Ciencias de la Educación y del Desarrollo, 2017 (Asociación Española de Psicología Conductual AEPC), pp. 23-29

2016

  1. Diferencias en la auto-eficacia lectora entre cursos en la escolaridad y en función del género

    Revista de psicodidáctica, Vol. 21, Núm. 1, pp. 45-63

2015

  1. Do sixth-grade writers need process strategies?

    British Journal of Educational Psychology, Vol. 85, Núm. 1, pp. 91-112

  2. Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students

    Contemporary Educational Psychology, Vol. 41, pp. 37-50

2013

  1. Writing Achievement

    International Guide to Student Achievement (Taylor and Francis), pp. 338-341

2012

  1. Evaluating cognitive self-regulation instruction for developing students' writing competence

    Learning to Write Effectively: Current Trends in European Research (Brill), pp. 75-77

  2. Evaluating cognitive self-regulation instruction for developing students' writing competence

    Studies in Writing (Brill Academic Publishers), pp. 75-77

2010

  1. Cognitive strategic and self-regulated instruction in writing processes

    Writing: Processes, Tools and Techniques (Nova Science Publishers, Inc.), pp. 129-152

2009

  1. Spanish research on writing instruction for students with and without learning disabilities

    Traditions of Writing Research (Routledge Taylor & Francis Group), pp. 71-81

  2. The cognitive self-regulation approach to pre-secondary writing instruction

    Reading: Learning, Writing and Disorders (Nova Science Publishers, Inc.), pp. 155-179

2008

  1. The long-term effects of strategy-focussed writing instruction for grade six students

    Contemporary Educational Psychology, Vol. 33, Núm. 4, pp. 672-693