María Arrimada
Biographic Data
| ID | 2749152 |
|---|---|
| NAME | María Arrimada |
| GIVEN NAMES | María |
| FAMILY NAME | Arrimada |
| SIGNATURE | ARRIMADA M |
| AFFILIATIONS | Departmento de Psicología Sociología y Filosofía Facultad de Educación Universidad de León Spain |
| ORCID | 0000-0002-1685-5535 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Child‐level factors affecting rate of learning to write in first grade
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 literacy-related abilities at school start. These effects have not previously been explored. AIM: We aimed to establish the effects of various literacy-related abilities on the learning trajectory of first-…
El Modelo De Respuesta a La Intervención en Escritura
La evidencia cientfica sita el modelo de Respuesta a la Intervencin como el enfoque clave para la prevencin y diagnstico de las Dificultades de Aprendizaje Especficas en Escritura. La formacin del psiclogo educativo en torno a la instruccin en competencia escrita y la monitorizacin del progreso del alumnado resulta fundamental para desarrollar su labor de orientacin al profesorado en la aplicacin eficiente de dicho modelo. En este estudio se pres…
Effects of teaching planning strategies to first-grade writers
BackgroundTraditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education.AimsThe present study aims to determine whether first-grade students benefit from learning higher-level self-regulating strat…
Effects of teaching planning strategies to first-grade writers
BackgroundTraditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education.AimsThe present study aims to determine whether first-grade students benefit from learning higher-level self-regulating strat…
Effects of teaching planning strategies to first-grade writers
BackgroundTraditionally writing instruction at the start of school has focused on developing students' ability to spell and handwrite. Teaching children explicit self-regulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education.AimsThe present study aims to determine whether first-grade students benefit from learning higher-level self-regulating strat…
El Modelo De Respuesta a La Intervención en Escritura
La evidencia cientfica sita el modelo de Respuesta a la Intervencin como el enfoque clave para la prevencin y diagnstico de las Dificultades de Aprendizaje Especficas en Escritura. La formacin del psiclogo educativo en torno a la instruccin en competencia escrita y la monitorizacin del progreso del alumnado resulta fundamental para desarrollar su labor de orientacin al profesorado en la aplicacin eficiente de dicho modelo. En este estudio se pres…
Child‐level factors affecting rate of learning to write in first grade
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 literacy-related abilities at school start. These effects have not previously been explored. AIM: We aimed to establish the effects of various literacy-related abilities on the learning trajectory of first-…
Psychology (3 works) · Writing and Handwriting Education (3 works) · Handwriting (2 works) · Linguistics (2 works) · Mathematics education (2 works) · Reading and Literacy Development (2 works) · Spelling (2 works) · Art (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work)