Rui A Alves
Biographic Data
| ID | 3655121 |
|---|---|
| NAME | Rui A Alves |
| GIVEN NAMES | Rui A |
| FAMILY NAME | Alves |
| SIGNATURE | ALVES R A |
| AFFILIATIONS | Universidade do Porto |
| ORCID | 0000-0002-1657-8945 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teaching Factors Influencing ICT Use in Writing Instruction
The increasing integration of Information and Communication Technologies (ICT) in education has highlighted their potential to support writing instruction. However, research examining how ICT is used to teach writing, as well as the factors influencing this use across educational stages, remains limited. Accordingly, this study investigates differences in ICT-related training and the use of ICT for writing instruction among language and literatur…
Chuck Bazerman: Mais de 50 anos de compromisso ético com a academia e a educação
Análisis de una encuesta sobre la enseñanza de la escritura en la educación obligatoria: Prácticas y variables del profesorado
Se analiza el uso que el profesorado de educación obligatoria afirma hacer en su enseñanza de la escritura de prácticas instruccionales efectivas, derivadas de una revisión de meta-análisis en el ámbito de la instrucción en escritura. Se consideraron las diferencias en el uso de estas prácticas a lo largo de la educación obligatoria y la influencia que tienen variables del docente, como su eficacia, sus actitudes y su preparación. Participaron 51…
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
BACKGROUND: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. AIMS: We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a beh…
Development and evaluation of a Portuguese early literacy programme / Desarrollo y evaluación de un programa portugués de alfabetización temprana
Over the last three decades, research in this field has addressed different early literacy skills and studied the pedagogical practices that promote the initial learning of reading and writing skills. This study develops a programme that promotes early literacy skills, called Ouvir as Letras (Listen to the Letters). The efficacy of the programme was evaluated in comparison with two implementations of the Portuguese preschool education curriculum:…
Implicit theories of writing and their impact on students' response to a SRSD intervention
BACKGROUND: In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing inte…
Children's high-level writing skills: Development of planning and revising and their contribution to writing quality
BackgroundIt is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising.AimsTo trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine wheth…
Children's high-level writing skills: Development of planning and revising and their contribution to writing quality
BackgroundIt is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising.AimsTo trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine wheth…
Implicit theories of writing and their impact on students' response to a SRSD intervention
BACKGROUND: In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing inte…
Implicit theories of writing and their impact on students' response to a SRSD intervention
BACKGROUND: In the field of intelligence research, it has been shown that some people conceive intelligence as a fixed trait that cannot be changed (entity beliefs), whereas others conceive it as a malleable trait that can be developed (incremental beliefs). What about writing? Do people hold similar implicit theories about the nature of their writing ability? Furthermore, are these beliefs likely to influence students' response to a writing inte…
Children's high-level writing skills: Development of planning and revising and their contribution to writing quality
BackgroundIt is well established that the activity of producing a text is a complex one involving three main cognitive processes: Planning, translating, and revising. Although these processes are crucial in skilled writing, beginning and developing writers seem to struggle with them, mainly with planning and revising.AimsTo trace the development of the high-level writing processes of planning and revising, from Grades 4 to 9, and to examine wheth…
Development and evaluation of a Portuguese early literacy programme / Desarrollo y evaluación de un programa portugués de alfabetización temprana
Over the last three decades, research in this field has addressed different early literacy skills and studied the pedagogical practices that promote the initial learning of reading and writing skills. This study develops a programme that promotes early literacy skills, called Ouvir as Letras (Listen to the Letters). The efficacy of the programme was evaluated in comparison with two implementations of the Portuguese preschool education curriculum:…
Chuck Bazerman: Mais de 50 anos de compromisso ético com a academia e a educação
Análisis de una encuesta sobre la enseñanza de la escritura en la educación obligatoria: Prácticas y variables del profesorado
Se analiza el uso que el profesorado de educación obligatoria afirma hacer en su enseñanza de la escritura de prácticas instruccionales efectivas, derivadas de una revisión de meta-análisis en el ámbito de la instrucción en escritura. Se consideraron las diferencias en el uso de estas prácticas a lo largo de la educación obligatoria y la influencia que tienen variables del docente, como su eficacia, sus actitudes y su preparación. Participaron 51…
Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study
BACKGROUND: Writing is a particularly demanding activity, which poses unique motivational challenges for students. Despite the wealth of research on the relation between writing motivation and writing performance, little is known about the role of students' writing frequency in writing motivation and writing performance. AIMS: We aimed to: (1) examine structural relations among two motivational variables (i.e., self-efficacy and attitudes), a beh…
Teaching Factors Influencing ICT Use in Writing Instruction
The increasing integration of Information and Communication Technologies (ICT) in education has highlighted their potential to support writing instruction. However, research examining how ICT is used to teach writing, as well as the factors influencing this use across educational stages, remains limited. Accordingly, this study investigates differences in ICT-related training and the use of ICT for writing instruction among language and literatur…
Psychology (5 works) · Writing and Handwriting Education (5 works) · Mathematics education (4 works) · Reading and Literacy Development (4 works) · Linguistics (3 works) · Pedagogy (3 works) · Quality (philosophy) (3 works) · Developmental psychology (2 works) · Discourse Analysis in Language Studies (2 works) · Literacy and Educational Practices (2 works)