Diana Alves
Biographic Data
| ID | 4089688 |
|---|---|
| NAME | Diana Alves |
| GIVEN NAMES | Diana |
| FAMILY NAME | Alves |
| SIGNATURE | ALVES D |
| AFFILIATIONS | Universidade do Porto |
| ORCID | 0000-0003-2580-1341 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Available resources and inclusive practices for students with special educational needs
Inclusive resources can contribute to the development of inclusive teaching practices and equity in education. The study aimed to analyze the perception of Brazilian and Portuguese teachers who work with students with special educational needs regarding the inclusive resources available and their inclusive practices, correlating them with personal variables (age, gender) and professional variables (teaching experience, education cycle in which th…
The SSIS SEL Brief Scales – Student Form
Integrating the Perma model and SWPBS approach
Assessment of math abilities before school entry
Introduction The years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. Th…
Cross-Cultural Validation of Teachers Social Self-Efficacy Scale
The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of th…
Fluency Training for Struggling Readers
Tier-2 reading fluency interventions are specifically tailored for struggling readers, addressing their unique needs. The aim of this study was to examine the impact of a Tier-2 reading fluency intervention on reading capabilities and motivation among third-grade students identified as at risk. The intervention employed various strategies, including non-repetitive reading, exploration of challenging words, model reading, eco-reading, assisted rea…
Development of a Group Emergent Literacy Screening Tool
It is important to identify children who are struggling with emergent literacy skills as early as possible to provide them with the support they need to prevent future academic failure. Screening tools administered in groups are more cost-effective than those administered individually, but few are available in Portugal. The goal of this study was to explore the psychometric properties (difficulty, reliability, and validity) of a group emergent li…
Face-to-Face Versus Remote
Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students ( N = 207) during the COVID-19 pandemic. The study had a pretest, p…
Analysis of Human Y Chromosome Haplogroup E-M81 Sublineages in Portuguese Samples
The human Y-chromosome haplogroup E-M81 is predominant in northwestern Africa and almost absent elsewhere, except for the Iberian Peninsula. In the present study, we investigated the internal branches of E-M81 (E1b1b1b1a) in 29 unrelated men from mainland Portugal. All individuals sampled carried the derived allele for the marker M183 (E1b1b1b1a1), and all but two had the derived allele for the marker SM001. Eleven individuals carried the derived…
Use of the Coding Causes of Death in HIV in the classification of deaths in Northeastern Brazil
OBJECTIVE Describe the coding process of death causes for people living with HIV/AIDS, and classify deaths as related or unrelated to immunodeficiency by applying the Coding Causes of Death in HIV (CoDe) system. METHODS A cross-sectional study that codifies and classifies the causes of deaths occurring in a cohort of 2,372 people living with HIV/AIDS, monitored between 2007 and 2012, in two specialized HIV care services in Pernambuco. The causes …
Preditores emocionais e sociais da aceitação pelos pares em crianças de idade escolar
Este estudo pretende contribuir para uma visão compreensiva dos processos emocionais e sociais no domínio das relações entre pares. Mais especificamente trata-se de estudar a capacidade preditiva do conhecimento emocional e das habilidades sociais na determinação da aceitação pelos pares. Participaram neste estudo, 131 crianças que frequentavam o 3o ano de escolaridade. Os resultados revelaram que as habilidades sociais medeiam o efeito do conhec…
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Preditores emocionais e sociais da aceitação pelos pares em crianças de idade escolar
Este estudo pretende contribuir para uma visão compreensiva dos processos emocionais e sociais no domínio das relações entre pares. Mais especificamente trata-se de estudar a capacidade preditiva do conhecimento emocional e das habilidades sociais na determinação da aceitação pelos pares. Participaram neste estudo, 131 crianças que frequentavam o 3o ano de escolaridade. Os resultados revelaram que as habilidades sociais medeiam o efeito do conhec…
Use of the Coding Causes of Death in HIV in the classification of deaths in Northeastern Brazil
OBJECTIVE Describe the coding process of death causes for people living with HIV/AIDS, and classify deaths as related or unrelated to immunodeficiency by applying the Coding Causes of Death in HIV (CoDe) system. METHODS A cross-sectional study that codifies and classifies the causes of deaths occurring in a cohort of 2,372 people living with HIV/AIDS, monitored between 2007 and 2012, in two specialized HIV care services in Pernambuco. The causes …
Face-to-Face Versus Remote
Fluency is a central skill for successful reading. Research has provided evidence that systematic reading fluency interventions can be effective. However, research is scarce on the effects of interventions delivered remotely versus face-to-face. This study investigated the efficacy of a systematic and standardized intervention for promoting reading fluency in third-grade students ( N = 207) during the COVID-19 pandemic. The study had a pretest, p…
Analysis of Human Y Chromosome Haplogroup E-M81 Sublineages in Portuguese Samples
The human Y-chromosome haplogroup E-M81 is predominant in northwestern Africa and almost absent elsewhere, except for the Iberian Peninsula. In the present study, we investigated the internal branches of E-M81 (E1b1b1b1a) in 29 unrelated men from mainland Portugal. All individuals sampled carried the derived allele for the marker M183 (E1b1b1b1a1), and all but two had the derived allele for the marker SM001. Eleven individuals carried the derived…
Fluency Training for Struggling Readers
Tier-2 reading fluency interventions are specifically tailored for struggling readers, addressing their unique needs. The aim of this study was to examine the impact of a Tier-2 reading fluency intervention on reading capabilities and motivation among third-grade students identified as at risk. The intervention employed various strategies, including non-repetitive reading, exploration of challenging words, model reading, eco-reading, assisted rea…
Development of a Group Emergent Literacy Screening Tool
It is important to identify children who are struggling with emergent literacy skills as early as possible to provide them with the support they need to prevent future academic failure. Screening tools administered in groups are more cost-effective than those administered individually, but few are available in Portugal. The goal of this study was to explore the psychometric properties (difficulty, reliability, and validity) of a group emergent li…
Assessment of math abilities before school entry
Introduction The years preceding school entry are pivotal for children to develop fundamental skills that bolster their learning in literacy and math in the following years. Skills like counting and subitizing stand as key predictors of future math abilities. Hence, the availability of universal screening tools is vital to promptly identify children who are lacking in these skills, allowing for tailored classroom practices to meet their needs. Th…
Cross-Cultural Validation of Teachers Social Self-Efficacy Scale
The main aim of this study is to explore early childhood teachers’ social self-efficacy in Cyprus, Greece, and Portugal. In addition, this study examines the validity of the factorial structure of the Teachers’ Social Self-Efficacy Scale (TSSES). A sample of 349 early childhood teachers across the three countries participated in this study. An exploratory analysis and then a confirmatory factor analysis were employed to reveal the structure of th…
The SSIS SEL Brief Scales – Student Form
Integrating the Perma model and SWPBS approach
Available resources and inclusive practices for students with special educational needs
Inclusive resources can contribute to the development of inclusive teaching practices and equity in education. The study aimed to analyze the perception of Brazilian and Portuguese teachers who work with students with special educational needs regarding the inclusive resources available and their inclusive practices, correlating them with personal variables (age, gender) and professional variables (teaching experience, education cycle in which th…
Psychology (7 works) · Developmental psychology (6 works) · Linguistics (4 works) · Mathematics education (4 works) · Reading and Literacy Development (4 works) · Child Development and Digital Technology (3 works) · Geography (3 works) · Portuguese (3 works) · Brazilian Portuguese (2 works) · Child and Adolescent Psychosocial and Emotional Development (2 works)