RAQUEL
FIDALGO REDONDO
Catedrático de Universidad
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Nottingham Trent University
Nottingham, Reino UnidoPublicacións en colaboración con investigadores/as de Nottingham Trent University (20)
2022
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Response to Intervention in first-grade writing instruction: a large-scale feasibility study
Reading and Writing, Vol. 35, Núm. 4, pp. 943-969
2021
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Evaluating effects of different forms of revision instruction in upper-primary students
Reading and Writing, Vol. 34, Núm. 7, pp. 1741-1767
2020
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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
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Effects of teaching planning strategies to first-grade writers
British Journal of Educational Psychology, Vol. 89, Núm. 4, pp. 670-688
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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
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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
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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
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Timed written picture naming in 14 European languages
Behavior Research Methods, Vol. 50, Núm. 2, pp. 744-758
2017
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Effects of direct instruction and strategy modeling on upper-primary students' writing development
Frontiers in Psychology, Vol. 8, Núm. JUN
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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
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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
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Do sixth-grade writers need process strategies?
British Journal of Educational Psychology, Vol. 85, Núm. 1, pp. 91-112
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Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students
Contemporary Educational Psychology, Vol. 41, pp. 37-50
2013
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Writing Achievement
International Guide to Student Achievement (Taylor and Francis), pp. 338-341
2012
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Evaluating cognitive self-regulation instruction for developing students' writing competence
Learning to Write Effectively: Current Trends in European Research (Brill), pp. 75-77
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Evaluating cognitive self-regulation instruction for developing students' writing competence
Studies in Writing (Brill Academic Publishers), pp. 75-77
2010
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Cognitive strategic and self-regulated instruction in writing processes
Writing: Processes, Tools and Techniques (Nova Science Publishers, Inc.), pp. 129-152
2009
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Spanish research on writing instruction for students with and without learning disabilities
Traditions of Writing Research (Routledge Taylor & Francis Group), pp. 71-81
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The cognitive self-regulation approach to pre-secondary writing instruction
Reading: Learning, Writing and Disorders (Nova Science Publishers, Inc.), pp. 155-179
2008
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The long-term effects of strategy-focussed writing instruction for grade six students
Contemporary Educational Psychology, Vol. 33, Núm. 4, pp. 672-693