Juan E Jiménez
Biographic Data
| ID | 6508322 |
|---|---|
| NAME | Juan E Jiménez |
| GIVEN NAMES | Juan E |
| FAMILY NAME | Jiménez |
| SIGNATURE | JIMÉNEZ J E |
| AFFILIATIONS | Universidad de La Laguna |
| ORCID | 0000-0002-7466-8340 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1993 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Modeling longitudinal growth in handwriting fluency: The role of pencil grip, writing task, and risk status in early education
This longitudinal study examined how pencil grip maturity and task demands jointly shape the development of handwriting fluency, defined as the integration of speed and accuracy, in a sample of 290 Spanish-speaking children assessed from early childhood education through the end of second grade. Across five measurement points, children completed two handwriting tasks: letter copying and name writing. Twelve grip types were identified and classifi…
Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners
This study aimed to validate a fluency-based curriculum-based measurement (CBM) tool for identifying kindergarten students at risk for mathematics learning disabilities within a Spanish-speaking context, addressing the need to examine early numeracy screening beyond predominantly English-speaking environments. A sample of 302 kindergarten students was assessed at three intervals (beginning, middle, and end of the year) using fluency-based measure…
Confirmatory factor analysis of the indicators of basic early math skills
Reading Curriculum-Based Measures for Universal Screening in Monolingual Spanish First Graders
Research findings: Universal screening is the first stage in identifying students at risk for reading difficulties within a Response to Intervention model. However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examines the technical adequacy, classification accuracy, and best predictors within a set of curriculum-based measures (CBMs) in Spanish. A sample of 178 …
Effectiveness of online and blended delivery methods on preservice teachers’ knowledge and beliefs for writing instruction
The wide expansion of digital technologies in higher education and the importance of specialised training in teaching writing as a guarantee of school success, have introduced the need to focus on the online professional development for the teaching of writing. This study aims to evaluate the effects of a web-based training for writing instruction on pre-service teachers’ knowledge and beliefs under two different delivery methods (i.e. online vs.…
Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write
The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of transcription skills (i.e., handwriting/typing, spelling), text production, and st…
Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures
This study aimed to explore the utility of a math curriculum‐based measurement (M‐CBM) to identify Spanish‐speaking students at risk of math failure in third grade. The M‐CBM includes a set of number sense based single and composite screening for third graders. The study's sample included 236 Spanish third‐graders from the Canary Islands tested in the fall, winter, and spring. Reliability and validity of all measures were explored, finding adequa…
Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students
Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students
Análisis factorial confirmatorio de Indicadores de Progreso de Aprendizaje en Matemáticas (Ipam) en escolares de primer curso de Primaria
En este estudio se pretende poner a prueba un modelo hipotético para profundizar en la dimensionalidad del sentido numérico utilizando la técnica del Análisis Factorial Confirmatorio (AFC). Se ha llevado a cabo un estudio longitudinal con una muestra de 176 alumnos de primer curso de Educación Primaria de las Islas Canarias, a los que se les administró el instrumento Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM) en tres momentos di…
Confirmatory factor analysis of Mathematics Progress Indicators (Ipam) in first-grade students
This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 176 first-grade students from the Canary Islands, IPAM was administered to the study sample three times throughout the scholar year. The IPAM is a Curriculum-Based Measurement (CBM) instrument composed of three alternative or parall…
Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read
Qué teorías sobre el aprendizaje de la lectura se atribuyen los profesores que enseñan a leer con diferente metodología
El objetivo de este estudio ha sido analizar cuáles son las teorías sobre el aprendizaje de la lectura que se atribuye el profesorado de educación infantil y educación primaria según la metodología de enseñanza de la lectura que dicen utilizar. Para ello, contamos con una muestra total de 522 docentes que cumplimentaron un cuestionario atribucional que forma parte del programa tutorial LETRA (www.programaletra.ull.es) que está orientado a la form…
Problemas de comprensión en el alumnado de Educación Primaria y Educación Secundaria Obligatoria: Un estudio de prevalencia en español
Este trabajo ha tenido como objetivo analizar la prevalencia y la heterogeneidad de los problemas de comprensión lectora en el alumnado español de educación primaria y educación secundaria obligatoria. Se evaluó una amplia muestra de estudiantes de la Comunidad Autónoma de Canarias que abarcaba desde el segundo curso de primaria hasta el último curso de la educación secundaria. Una vez determinado el porcentaje de alumnos con problemas en compren…
What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method
The aim of this study was to analyze the teacher ́s theories about learning to read and reading instruction that claim to use in the classroom. To do this, we selected a total sample of 522 kindergarden and primary teachers in service who completed an attributional questionnaire across the tutorial program LETRA (www.programaletra.ull.es). The results showed that teachers attributed theories of learning to read with a sociocultural orientation le…
Prevalence of Reading Comprehension Difficulties in Spanish
The main purpose of this research was to analyze the prevalence and diversity of reading comprehension difficulties in Spanish students of primary and secondary schools. We evaluated a large sample of students from the Canary Islands region that stretched from second grade of primary until the final year of secondary education. Once the percentage of students with reading comprehension difficulties was determined, we classified them in different …
Variables del proceso de enseñanza-aprendizaje del lenguaje escrito en los primeros niveles de la E.G.B
Se revisan y comparan aquí las características del método natural-global de Freinet y se sugiere su convergencia con las que se deducen de la psicología cognitiva para la enseñanza de la lectoescritura. A partir de ahí se propone una secuencia determinada y se dan una serie de recomendaciones para abordar con éxito la enseñanza de la lectura
No prominent works on this page.
Variables del proceso de enseñanza-aprendizaje del lenguaje escrito en los primeros niveles de la E.G.B
Se revisan y comparan aquí las características del método natural-global de Freinet y se sugiere su convergencia con las que se deducen de la psicología cognitiva para la enseñanza de la lectoescritura. A partir de ahí se propone una secuencia determinada y se dan una serie de recomendaciones para abordar con éxito la enseñanza de la lectura
Prevalence of Reading Comprehension Difficulties in Spanish
The main purpose of this research was to analyze the prevalence and diversity of reading comprehension difficulties in Spanish students of primary and secondary schools. We evaluated a large sample of students from the Canary Islands region that stretched from second grade of primary until the final year of secondary education. Once the percentage of students with reading comprehension difficulties was determined, we classified them in different …
What Learning Theories of Reading are Attributed by Teachers who Teach Reading with Different Teaching Method
The aim of this study was to analyze the teacher ́s theories about learning to read and reading instruction that claim to use in the classroom. To do this, we selected a total sample of 522 kindergarden and primary teachers in service who completed an attributional questionnaire across the tutorial program LETRA (www.programaletra.ull.es). The results showed that teachers attributed theories of learning to read with a sociocultural orientation le…
Qué teorías sobre el aprendizaje de la lectura se atribuyen los profesores que enseñan a leer con diferente metodología
El objetivo de este estudio ha sido analizar cuáles son las teorías sobre el aprendizaje de la lectura que se atribuye el profesorado de educación infantil y educación primaria según la metodología de enseñanza de la lectura que dicen utilizar. Para ello, contamos con una muestra total de 522 docentes que cumplimentaron un cuestionario atribucional que forma parte del programa tutorial LETRA (www.programaletra.ull.es) que está orientado a la form…
Problemas de comprensión en el alumnado de Educación Primaria y Educación Secundaria Obligatoria: Un estudio de prevalencia en español
Este trabajo ha tenido como objetivo analizar la prevalencia y la heterogeneidad de los problemas de comprensión lectora en el alumnado español de educación primaria y educación secundaria obligatoria. Se evaluó una amplia muestra de estudiantes de la Comunidad Autónoma de Canarias que abarcaba desde el segundo curso de primaria hasta el último curso de la educación secundaria. Una vez determinado el porcentaje de alumnos con problemas en compren…
Effects of web-based training on Spanish pre-service and in-service teacher knowledge and implicit beliefs on learning to read
Análisis factorial confirmatorio de Indicadores de Progreso de Aprendizaje en Matemáticas (Ipam) en escolares de primer curso de Primaria
En este estudio se pretende poner a prueba un modelo hipotético para profundizar en la dimensionalidad del sentido numérico utilizando la técnica del Análisis Factorial Confirmatorio (AFC). Se ha llevado a cabo un estudio longitudinal con una muestra de 176 alumnos de primer curso de Educación Primaria de las Islas Canarias, a los que se les administró el instrumento Indicadores de Progreso de Aprendizaje en Matemáticas (IPAM) en tres momentos di…
Confirmatory factor analysis of Mathematics Progress Indicators (Ipam) in first-grade students
This study analyses the factorial structure of Mathematics Progress Indicators (IPAM), by using Confirmatory Factorial Analysis (CFA) techniques. For this purpose, a longitudinal study was carried out with a sample of 176 first-grade students from the Canary Islands, IPAM was administered to the study sample three times throughout the scholar year. The IPAM is a Curriculum-Based Measurement (CBM) instrument composed of three alternative or parall…
Effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write
The present study evaluated the effects of web‐based training on Spanish pre‐service and in‐service teacher knowledge and implicit beliefs on learning to write. A sample of pre‐service teachers and in‐service teachers from Mexico, Guatemala, Ecuador, Colombia, and Spain participated in the online course. Findings suggest that teachers may improve their knowledge of transcription skills (i.e., handwriting/typing, spelling), text production, and st…
Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures
This study aimed to explore the utility of a math curriculum‐based measurement (M‐CBM) to identify Spanish‐speaking students at risk of math failure in third grade. The M‐CBM includes a set of number sense based single and composite screening for third graders. The study's sample included 236 Spanish third‐graders from the Canary Islands tested in the fall, winter, and spring. Reliability and validity of all measures were explored, finding adequa…
Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students
Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students
Confirmatory factor analysis of the indicators of basic early math skills
Reading Curriculum-Based Measures for Universal Screening in Monolingual Spanish First Graders
Research findings: Universal screening is the first stage in identifying students at risk for reading difficulties within a Response to Intervention model. However, there is a lack of validated screening tools for assessing reading abilities in first-grade students from Spain. This pilot study examines the technical adequacy, classification accuracy, and best predictors within a set of curriculum-based measures (CBMs) in Spanish. A sample of 178 …
Effectiveness of online and blended delivery methods on preservice teachers’ knowledge and beliefs for writing instruction
The wide expansion of digital technologies in higher education and the importance of specialised training in teaching writing as a guarantee of school success, have introduced the need to focus on the online professional development for the teaching of writing. This study aims to evaluate the effects of a web-based training for writing instruction on pre-service teachers’ knowledge and beliefs under two different delivery methods (i.e. online vs.…
Modeling longitudinal growth in handwriting fluency: The role of pencil grip, writing task, and risk status in early education
This longitudinal study examined how pencil grip maturity and task demands jointly shape the development of handwriting fluency, defined as the integration of speed and accuracy, in a sample of 290 Spanish-speaking children assessed from early childhood education through the end of second grade. Across five measurement points, children completed two handwriting tasks: letter copying and name writing. Twelve grip types were identified and classifi…
Universal Screening of Early Numeracy Skills in Spanish-Speaking Kindergarteners
This study aimed to validate a fluency-based curriculum-based measurement (CBM) tool for identifying kindergarten students at risk for mathematics learning disabilities within a Spanish-speaking context, addressing the need to examine early numeracy screening beyond predominantly English-speaking environments. A sample of 302 kindergarten students was assessed at three intervals (beginning, middle, and end of the year) using fluency-based measure…
Psychology (14 works) · Reading and Literacy Development (12 works) · Mathematics education (10 works) · Computer Science (7 works) · Pedagogy (7 works) · Linguistics (6 works) · Cognitive and developmental aspects of mathematical skills (5 works) · At-risk students (4 works) · Curriculum (4 works) · Fluency (4 works)