Ruth Villalón
Biographic Data
| ID | 3656299 |
|---|---|
| NAME | Ruth Villalón |
| GIVEN NAMES | Ruth |
| FAMILY NAME | Villalón |
| SIGNATURE | VILLALÓN R |
| AFFILIATIONS | Universidad de Cantabria |
| ORCID | 0000-0003-1600-8026 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Preservice teachers’ literacy habits and conceptions
Effects of two computer-based interventions on reading comprehension
Managing text information to answer questions is one of the most frequent reading activities. These reading situations, called task-oriented reading, are challenging for students since they require specific skills that extend beyond basic reading comprehension skills. This is especiallypronounced when deep comprehension is required. Although many computer-based interventions have focused on teaching strategies to foster text comprehension, the ro…
Academic writing practices in a psychology degree in the distance learning modality ( Prácticas de escritura académica en el pregrado de psicología en modalidad a distancia )
University writing practices have primarily been researched at universities with face-to-face classes. The purpose of this study is to describe the writing practices in an undergraduate psychology programme taught in the distance-learning modality based on the visión of both students and instructors. To do so, a survey was administered that inquired into aspects like the presence of writing in the curriculum, the type of feedback provided and rec…
The influence of thinking dispositions on integration and recall of multiple texts
We investigated the association between thinking dispositions and two outcomes of multiple-texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for cognition (NFC) and actively open-minded thinking (AOT), as relevant individual differences in the processes involved in multiple-texts comprehension. …
Actitudes y sentimiento de competencia hacia la lectura y la escritura del alumnado de 1o y 2o de Educación Primaria
La mejora de la competencia lingüística en la escuela tiene que contemplar la complejidad de los procesos que conllevan las actividades de lectura y escritura. Esta incluye considerar los factores emocionales y motivacionales implicados, tales como las actitudes y el sentimiento de competencia. Sin embargo, en nuestro país son muy escasos los estudios que se han centrado en estos aspectos, y en especial al comienzo de la escolarización. Nuestro o…
Reading and writing tasks on different university degree courses
The aim of the study was to examine reading and writing tasks as learning tools in higher education in Spain. The participants were 171 undergraduates from three different university degree courses. The data were gathered through a questionnaire that explored the kind of tasks carried out by the students, their perception of different aspects of the tasks they perform, and the conditions in which they perform them. The article presents the most r…
Reading and writing tasks on different university degree courses
The aim of the study was to examine reading and writing tasks as learning tools in higher education in Spain. The participants were 171 undergraduates from three different university degree courses. The data were gathered through a questionnaire that explored the kind of tasks carried out by the students, their perception of different aspects of the tasks they perform, and the conditions in which they perform them. The article presents the most r…
The influence of thinking dispositions on integration and recall of multiple texts
We investigated the association between thinking dispositions and two outcomes of multiple-texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for cognition (NFC) and actively open-minded thinking (AOT), as relevant individual differences in the processes involved in multiple-texts comprehension. …
Reading and writing tasks on different university degree courses
The aim of the study was to examine reading and writing tasks as learning tools in higher education in Spain. The participants were 171 undergraduates from three different university degree courses. The data were gathered through a questionnaire that explored the kind of tasks carried out by the students, their perception of different aspects of the tasks they perform, and the conditions in which they perform them. The article presents the most r…
Actitudes y sentimiento de competencia hacia la lectura y la escritura del alumnado de 1o y 2o de Educación Primaria
La mejora de la competencia lingüística en la escuela tiene que contemplar la complejidad de los procesos que conllevan las actividades de lectura y escritura. Esta incluye considerar los factores emocionales y motivacionales implicados, tales como las actitudes y el sentimiento de competencia. Sin embargo, en nuestro país son muy escasos los estudios que se han centrado en estos aspectos, y en especial al comienzo de la escolarización. Nuestro o…
The influence of thinking dispositions on integration and recall of multiple texts
We investigated the association between thinking dispositions and two outcomes of multiple-texts comprehension: integration of conflicting information in argumentative essays; and recall of inferential information as an index of deep comprehension. We focused on two thinking dispositions, need for cognition (NFC) and actively open-minded thinking (AOT), as relevant individual differences in the processes involved in multiple-texts comprehension. …
Academic writing practices in a psychology degree in the distance learning modality ( Prácticas de escritura académica en el pregrado de psicología en modalidad a distancia )
University writing practices have primarily been researched at universities with face-to-face classes. The purpose of this study is to describe the writing practices in an undergraduate psychology programme taught in the distance-learning modality based on the visión of both students and instructors. To do so, a survey was administered that inquired into aspects like the presence of writing in the curriculum, the type of feedback provided and rec…
Effects of two computer-based interventions on reading comprehension
Managing text information to answer questions is one of the most frequent reading activities. These reading situations, called task-oriented reading, are challenging for students since they require specific skills that extend beyond basic reading comprehension skills. This is especiallypronounced when deep comprehension is required. Although many computer-based interventions have focused on teaching strategies to foster text comprehension, the ro…
Preservice teachers’ literacy habits and conceptions
Psychology (5 works) · Mathematics education (3 works) · Pedagogy (3 works) · Art (2 works) · Computer Science (2 works) · Discourse Analysis in Language Studies (2 works) · Educational Strategies and Epistemologies (2 works) · Higher education (2 works) · Innovative Teaching and Learning Methods (2 works) · Linguistics (2 works)