Raquel Fidalgo
Biographic Data
| ID | 3655468 |
|---|---|
| NAME | Raquel Fidalgo |
| GIVEN NAMES | Raquel |
| FAMILY NAME | Fidalgo |
| SIGNATURE | FIDALGO R |
| AFFILIATIONS | Universidad de León |
| VERIFIED | No |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
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…
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…
El perfil escritor como variable moduladora de los procesos involucrados en la composición escrita en estudiantes universitarios
Tradicionalmente en la literatura se han identificado dos perfiles escritores, planificadores vs. revisores. En este estudio se analizan las estrategias de escritura y el perfil escritor de los estudiantes universitarios, y su influencia en la resolución de tareas híbridas; participando en el estudio 142 estudiantes de tres titulaciones diferentes. Para identificar el perfil escritor se utilizó la versión española del Cuestionario sobre Tendencia…
Writer profile as a modulating variable of processes involved in written composition in undergraduate students
The two most well-defined writer profiles that have been found in writing research are planning and revising. In this study we analyse writing strategies and writing profiles of undergraduate students, and their influence in solving hybrid tasks; in this study took part 142 undergraduate students enrolled in three different university studies. To identify writer profile, students completed a Spanish version of Questionnaire Concerning their Plann…
Análisis de los cambios en la auto-eficacia lectora a nivel evolutivo en la Educación Secundaria Obligatoria
Se analizan los cambios en el nivel de auto-eficacia lectora del alumnado de Educación Secundaria Obligatoria desde un punto de vista evolutivo. La muestra la formaron 492 alumnos/as de 1o a 4o de la ESO (de 12 a 16 años), pertenecientes a cuatro centros públicos y cuatro centros privados-concertados de la provincia de León (283 hombres y 209 mujeres). Tras la aplicación del Cuestionario de Auto-eficacia hacia la lectura y los correspondientes an…
Do sixth-grade writers need process strategies
BACKGROUND: Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance. AIM: This study aimed to determine whether teaching process strategies provides additional benefit over teaching students to set product goals. S…
Children's high-level writing skills
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…
Analysis of Developmental Changes on Reading Self-efficacy through Compulsory Secondary Education
This study analyzes changes on students ‘reading self-efficacy beliefs through the compulsory Secondary Education from a developmental perspective. Sample comprised 492 students from 1st to 4th Secondary Grades (from 12 to 16 years old), belonged to four public schools and four semi-private schools of León (283 males and 209 females). After the application of the Reading Self-efficacy Scale and the subsequent analysis, results suggested statistic…
Children's high-level writing skills
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…
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…
Do sixth-grade writers need process strategies
BACKGROUND: Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance. AIM: This study aimed to determine whether teaching process strategies provides additional benefit over teaching students to set product goals. S…
Analysis of Developmental Changes on Reading Self-efficacy through Compulsory Secondary Education
This study analyzes changes on students ‘reading self-efficacy beliefs through the compulsory Secondary Education from a developmental perspective. Sample comprised 492 students from 1st to 4th Secondary Grades (from 12 to 16 years old), belonged to four public schools and four semi-private schools of León (283 males and 209 females). After the application of the Reading Self-efficacy Scale and the subsequent analysis, results suggested statistic…
Children's high-level writing skills
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…
Análisis de los cambios en la auto-eficacia lectora a nivel evolutivo en la Educación Secundaria Obligatoria
Se analizan los cambios en el nivel de auto-eficacia lectora del alumnado de Educación Secundaria Obligatoria desde un punto de vista evolutivo. La muestra la formaron 492 alumnos/as de 1o a 4o de la ESO (de 12 a 16 años), pertenecientes a cuatro centros públicos y cuatro centros privados-concertados de la provincia de León (283 hombres y 209 mujeres). Tras la aplicación del Cuestionario de Auto-eficacia hacia la lectura y los correspondientes an…
Do sixth-grade writers need process strategies
BACKGROUND: Strategy-focused writing instruction trains students both to set explicit product goals and to adopt specific procedural strategies, particularly for planning text. A number of studies have demonstrated that strategy-focused writing instruction is effective in developing writing performance. AIM: This study aimed to determine whether teaching process strategies provides additional benefit over teaching students to set product goals. S…
El perfil escritor como variable moduladora de los procesos involucrados en la composición escrita en estudiantes universitarios
Tradicionalmente en la literatura se han identificado dos perfiles escritores, planificadores vs. revisores. En este estudio se analizan las estrategias de escritura y el perfil escritor de los estudiantes universitarios, y su influencia en la resolución de tareas híbridas; participando en el estudio 142 estudiantes de tres titulaciones diferentes. Para identificar el perfil escritor se utilizó la versión española del Cuestionario sobre Tendencia…
Writer profile as a modulating variable of processes involved in written composition in undergraduate students
The two most well-defined writer profiles that have been found in writing research are planning and revising. In this study we analyse writing strategies and writing profiles of undergraduate students, and their influence in solving hybrid tasks; in this study took part 142 undergraduate students enrolled in three different university studies. To identify writer profile, students completed a Spanish version of Questionnaire Concerning their Plann…
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…
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 (7 works) · Writing and Handwriting Education (7 works) · Mathematics education (5 works) · Art (4 works) · Literacy and Educational Practices (4 works) · Reading and Literacy Development (4 works) · Computer Science (3 works) · Discourse Analysis in Language Studies (3 works) · Humanities (3 works) · Linguistics (3 works)