Montserrat Bigas
Biographic Data
| ID | 6327768 |
|---|---|
| NAME | Montserrat Bigas |
| GIVEN NAMES | Montserrat |
| FAMILY NAME | Bigas |
| SIGNATURE | BIGAS M |
| AFFILIATIONS | Universitat Autonòma de Barcelona |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Formas de interacción en el aprendizaje inicial de la lengua escrita y su relación con los conocimientos previos de los niños
El propósito de este artículo es explorar el efecto que los conocimientos previos tienen en las distintas formas de interaccionar que manifiestan los niños cuando están aprendiendo a leer y a escribir. Se analiza un conjunto de interacciones recogidas mediante observación no participante durante el seguimiento de 26 niños que cursaban el tercer año del segundo ciclo de Educación Infantil (5–6 años) y el primer curso de Educación Primaria (6–7 año…
Pedagogical practices in the teaching of early literacy in Spain
Children’s success in learning to read in the first grade is crucial for their ultimate success in schooling. This study aimed at identifying self‐declared practices in preschool and first grade in Spain and contrasting these practices with the official recommendations for the initial teaching of reading and writing. A characterisation of the ways of teaching and of the broader institutional context which can support or hinder teachers’ work is f…
Pedagogical practices in the teaching of early literacy in Spain
Children’s success in learning to read in the first grade is crucial for their ultimate success in schooling. This study aimed at identifying self‐declared practices in preschool and first grade in Spain and contrasting these practices with the official recommendations for the initial teaching of reading and writing. A characterisation of the ways of teaching and of the broader institutional context which can support or hinder teachers’ work is f…
Formas de interacción en el aprendizaje inicial de la lengua escrita y su relación con los conocimientos previos de los niños
El propósito de este artículo es explorar el efecto que los conocimientos previos tienen en las distintas formas de interaccionar que manifiestan los niños cuando están aprendiendo a leer y a escribir. Se analiza un conjunto de interacciones recogidas mediante observación no participante durante el seguimiento de 26 niños que cursaban el tercer año del segundo ciclo de Educación Infantil (5–6 años) y el primer curso de Educación Primaria (6–7 año…
Pedagogical practices in the teaching of early literacy in Spain
Children’s success in learning to read in the first grade is crucial for their ultimate success in schooling. This study aimed at identifying self‐declared practices in preschool and first grade in Spain and contrasting these practices with the official recommendations for the initial teaching of reading and writing. A characterisation of the ways of teaching and of the broader institutional context which can support or hinder teachers’ work is f…
Literacy and Educational Practices (2 works) · Reading and Literacy Development (2 works) · Art (1 work) · Child Development and Digital Technology (1 work) · Curriculum (1 work) · Humanities (1 work) · Literacy (1 work) · Mathematics education (1 work) · Parental Involvement in Education (1 work) · Pedagogy (1 work)