Raquel Fidalgo Redondo
Biographic Data
| ID | 6659803 |
|---|---|
| NAME | Raquel Fidalgo Redondo |
| GIVEN NAMES | Raquel Fidalgo |
| FAMILY NAME | Redondo |
| SIGNATURE | REDONDO R F |
| AFFILIATIONS | Universidad de León |
| ORCID | 0000-0002-5940-286X |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Compositional Analysis of Writing Instructional Practices Performed with Digital Tools
Meta-analyses have consistently shown that ICT-supported writing interventions are effective, yet existing syntheses often provide limited insight into their instructional design. To address this gap, the present meta-analysis adopts a component-based instructional design perspective to examine which instructional features embedded in ICT-supported writing interventions are associated with improvements in students’ writing quality. We estimated t…
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…
Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria
La autorregulación es un importante factor para garantizar una adecuada comprensión lectora. Este estudio analiza los efectos de un programa de instrucción estratégica-autorregulada frente a un grupo control en el rendimiento en comprensión lectora, el tiempo dedicado a aplicar estrategias durante el proceso de comprensión lectora y la autoeficacia lectora. El programa se desarrolla bajo dos condiciones (condición 1 y condición 2) en las que los …
Análisis de una encuesta sobre la enseñanza de la escritura en la educación obligatoria
Se analiza el uso que el profesorado de educación obligatoria afirma hacer en su enseñanza de la escritura de prácticas instruccionales efectivas, derivadas de una revisión de meta-análisis en el ámbito de la instrucción en escritura. Se consideraron las diferencias en el uso de estas prácticas a lo largo de la educación obligatoria y la influencia que tienen variables del docente, como su eficacia, sus actitudes y su preparación. Participaron 51…
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…
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…
El desarrollo de la competencia escrita a través de una enseñanza metacognitiva de la escritura
Se analiza la eficacia de un enfoque de enseñanza de la composición escrita focalizado en la dimensión metacognitiva de la escritura, para el desarrollo de la competencia escrita de alumnos de 6° de Educación Primaria. La muestra la formaron 108 alumnos distribuidos en grupos experimental (N = 78) y control (N = 30). Como medidas de evaluación se utilizaron medidas globales de productividad, coherencia y estructura textual, además de medidas de c…
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…
El desarrollo de la competencia escrita a través de una enseñanza metacognitiva de la escritura
Se analiza la eficacia de un enfoque de enseñanza de la composición escrita focalizado en la dimensión metacognitiva de la escritura, para el desarrollo de la competencia escrita de alumnos de 6° de Educación Primaria. La muestra la formaron 108 alumnos distribuidos en grupos experimental (N = 78) y control (N = 30). Como medidas de evaluación se utilizaron medidas globales de productividad, coherencia y estructura textual, además de medidas de c…
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…
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…
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…
Análisis de una encuesta sobre la enseñanza de la escritura en la educación obligatoria
Se analiza el uso que el profesorado de educación obligatoria afirma hacer en su enseñanza de la escritura de prácticas instruccionales efectivas, derivadas de una revisión de meta-análisis en el ámbito de la instrucción en escritura. Se consideraron las diferencias en el uso de estas prácticas a lo largo de la educación obligatoria y la influencia que tienen variables del docente, como su eficacia, sus actitudes y su preparación. Participaron 51…
Efectos de una instrucción estratégica-autorregulada en el proceso de comprensión y autoeficacia lectora del alumnado de educación primaria
La autorregulación es un importante factor para garantizar una adecuada comprensión lectora. Este estudio analiza los efectos de un programa de instrucción estratégica-autorregulada frente a un grupo control en el rendimiento en comprensión lectora, el tiempo dedicado a aplicar estrategias durante el proceso de comprensión lectora y la autoeficacia lectora. El programa se desarrolla bajo dos condiciones (condición 1 y condición 2) en las que los …
Compositional Analysis of Writing Instructional Practices Performed with Digital Tools
Meta-analyses have consistently shown that ICT-supported writing interventions are effective, yet existing syntheses often provide limited insight into their instructional design. To address this gap, the present meta-analysis adopts a component-based instructional design perspective to examine which instructional features embedded in ICT-supported writing interventions are associated with improvements in students’ writing quality. We estimated t…
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 (6 works) · Mathematics education (5 works) · Art (3 works) · Discourse Analysis in Language Studies (3 works) · Humanities (3 works) · Linguistics (3 works) · Literacy and Educational Practices (3 works) · Quality (philosophy) (3 works) · Reading and Literacy Development (3 works)