Naymé Salas
Dados Biográficos
| ID | 6490143 |
|---|---|
| NOME | Naymé Salas |
| PRENOMES | Naymé |
| SOBRENOME | Salas |
| ASSINATURA | SALAS N |
| AFILIAÇÕES | Universitat Autonòma de Barcelona |
| ORCID | 0000-0002-5535-6069 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 3 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 1 |
Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention
Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second- and fourth-grade students were assigned to one of three conditions: Self-Regulated Development (SRSD), SRSD-connectors (SRSD-C), and business-as-usual (BAU). The experimental conditions addressed planning and self-regulation strateg…
Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography
Spelling is a complex skill that requires mobilizing various levels of linguistic and orthographic representation. While there is substantial evidence of the impact of phonological skills in its development, less is known about the explanatory value of non-phonological (e.g., morphological, orthographic) strategies in conventional spelling scores. This study assessed the unique impact of non-phonological spelling strategies after accounting for a…
Linguistic indicators of text quality in analytical texts
Mastering analytical writing involves the proficient use of varied later-acquired grammatical, lexical and discourse forms and functions. Developmental studies have identified specific linguistic features as diagnostic of increasing proficiency. This study examines how these features change throughout educational levels and before and after the implementation of a set of classroom activities aimed at homogenizing participants’ pedagogical input w…
The cognitive profile and text-based traits of struggling writers ( El perfil cognitivo y los rasgos textuales de los escritores con dificultades )
Writing difficulties have typically been investigated as the consequence of learning disabilities. However, several characteristics of texts and the underlying cognitive skills are often shared across these populations. Our aim was to investigate the writing and cognitive profile of children at risk of writing difficulties, regardless of whether they have concomitant diagnoses. Drawing from a sample of 357 primary school children, we identified c…
Advanced statistical modelling ideas, a challenge for research in culture and education / Ideas sobre modelos estadísticos avanzados
The availability of computerized statistical packages allows us to plug in our data and to expect a set of estimates, which we can communicate in our final research report. However, statistical software is not an end; it is only the means. Our responsibility as researchers is to develop a set of arguments that explain why our final methodological choice is the better one, which will yield reliable answers for the study questions within the theore…
Production and judgment of linguistic devices for attaining a detached stance in Spanish and Catalan
Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal…
Anaphoric devices in written and spoken narrative discourse
In this study, we focus on pronominal anaphora and we investigate the referential properties of null and overt subject pronouns in Catalan, in the semi-spontaneous production of narrative spoken and written texts by three groups of speakers/writers (9–10, 12–13, and 15–16 year olds). We aimed at determining (1) pronoun preferences for a specific type of antecedent; (2) their specialization in a certain discourse function; and (3) whether the patt…
Anaphoric devices in written and spoken narrative discourse
In this study, we focus on pronominal anaphora and we investigate the referential properties of null and overt subject pronouns in Catalan, in the semi-spontaneous production of narrative spoken and written texts by three groups of speakers/writers (9–10, 12–13, and 15–16 year olds). We aimed at determining (1) pronoun preferences for a specific type of antecedent; (2) their specialization in a certain discourse function; and (3) whether the patt…
Common Patterns of Prediction of Literacy Development in Different Alphabetic Orthographies
Previous studies have shown that phoneme awareness, letter-sound knowledge, rapid automatized naming (RAN), and verbal memory span are reliable correlates of learning to read in English. However, the extent to which these different predictors have the same relative importance in different languages remains uncertain. In this article, we present the results from a 10-month longitudinal study that began just before or soon after the start of formal…
Production and judgment of linguistic devices for attaining a detached stance in Spanish and Catalan
Advanced statistical modelling ideas, a challenge for research in culture and education / Ideas sobre modelos estadísticos avanzados
The availability of computerized statistical packages allows us to plug in our data and to expect a set of estimates, which we can communicate in our final research report. However, statistical software is not an end; it is only the means. Our responsibility as researchers is to develop a set of arguments that explain why our final methodological choice is the better one, which will yield reliable answers for the study questions within the theore…
Linguistic indicators of text quality in analytical texts
Mastering analytical writing involves the proficient use of varied later-acquired grammatical, lexical and discourse forms and functions. Developmental studies have identified specific linguistic features as diagnostic of increasing proficiency. This study examines how these features change throughout educational levels and before and after the implementation of a set of classroom activities aimed at homogenizing participants’ pedagogical input w…
The cognitive profile and text-based traits of struggling writers ( El perfil cognitivo y los rasgos textuales de los escritores con dificultades )
Writing difficulties have typically been investigated as the consequence of learning disabilities. However, several characteristics of texts and the underlying cognitive skills are often shared across these populations. Our aim was to investigate the writing and cognitive profile of children at risk of writing difficulties, regardless of whether they have concomitant diagnoses. Drawing from a sample of 357 primary school children, we identified c…
Concurrent predictors of spelling accuracy in secondary education in a semi-consistent orthography
Spelling is a complex skill that requires mobilizing various levels of linguistic and orthographic representation. While there is substantial evidence of the impact of phonological skills in its development, less is known about the explanatory value of non-phonological (e.g., morphological, orthographic) strategies in conventional spelling scores. This study assessed the unique impact of non-phonological spelling strategies after accounting for a…
Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention
Teaching linguistic aspects relevant to text construction is an essential component of any thorough writing instruction program, despite the conflicting evidence regarding its effectiveness. In this study, 889 second- and fourth-grade students were assigned to one of three conditions: Self-Regulated Development (SRSD), SRSD-connectors (SRSD-C), and business-as-usual (BAU). The experimental conditions addressed planning and self-regulation strateg…
Linguistics (7 obras) · Psychology (7 obras) · Reading and Literacy Development (6 obras) · Writing and Handwriting Education (6 obras) · Computer Science (5 obras) · Philosophy (4 obras) · Artificial Intelligence (3 obras) · Cognition (3 obras) · Cognitive psychology (3 obras) · EFL/ESL Teaching and Learning (3 obras)