Efficacy of the RtI Model in the treatment of reading learning disabilities

p.1-25Background: The response to intervention (RtI) model makes possible the early detection of reading problems and early intervention for students at risk. The purpose of this study is to analyze the effective measures that identify struggling readers and the most effective practices of the RtI model in reading in Primary Education. Method: A systematic review of the literature published between 2010 and 2020 was performed, analyzing in the 31 selected articles, the identification and monitoring methods and the interventions at the different tiers of the RtI model. Results: There are different methods to identify struggling readers, and there is no consensus on the matter. There are also many differences in the implementation of the different tiers of the RtI model; however, its effectiveness is demonstrated. Conclusions: The implementation of the RtI model in a flexible way adapted to the circumstances of each moment, and can be considered as a highly effective resource in the prevention and early detection of reading learning problemsS

Estudio de la auto-eficacia en la lectura desde una perspectiva evolutiva

Se analizan los cambios en el nivel de auto-eficacia en la lectura en función de la edad, comparando cuatro grupos de edad correspondientes a 5º y 6º curso de Educación Primaria y 1º y 2º de Educación Secundaria Obligatoria. La muestra total fue de 511 alumnos/as, distribuidos a lo largo de los cuatro cursos evaluados, con una distribución equitativa de género por curso. Se les evaluó el nivel de auto-eficacia en la lectura a través de una escala que diferencia tres niveles de auto-eficacia en relación a los procesos de decodificación y fluidez, los procesos relacionados con la formación del texto base, y con la formación del modelo de situación, así como el total de auto-eficacia en la lectura. Los resultados mostraron diferencias estadísticamente significativas entre los cursos en todas las variables de auto-eficacia excepto la relacionada con los procesos de decodificación y fluidez. En todos los casos el patrón evolutivo de la auto-eficacia mostró una disminución en el nivel de auto-eficacia lectora en función del curso, reflejándose en todos ellos en general un nivel de autoeficacia mayor en los cursos de Educación Primaria que en la Educación Secundaria Obligatoria.We analyze changes in level of reading self-efficacy according to the age, comparing four age groups, belonged to 5th and 6th Primary Grade and 1st and 2nd Secondary Education. The sample comprised 511 students, distributed through the four grades, with the same distribution by gender each grade. Students’ level of reading self-efficacy was assessed by a scale that differences three subtotals of reading self-efficacy in relation to: decoding and fluency processes of reading, self-efficacy in relation to text-based model formation and self-efficacy in relation to situation-model formation in reading. Results showed differences statistically significant between grades in all levels of reading self-efficacy (total self-efficacy, self-efficacy in relation to text-model and in relation to situation- model), excepting self-efficacy in relation to decoding and fluency processes. In all cases, the developmental pattern of reading self-efficacy showed a decrease in level of self-efficacy by grade, showing a higher level of reading self-efficacy in grades of Primary Education than in grades of Secondary Education.peerReviewe

Identifying gifted children: congruence among different IQ measures

Copyright © 2017 Fernández, García, Arias-Gundín, Vázquez and Rodríguez.[EN] This study has two main aims: (1) analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and (2) examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify highability students. The study sample comprised 236 primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure (i.e., creativity) in order to create a multi-criteria means of detection that can more efficiently distinguish this population of studentsS

Trastornos del desarrollo

p. 33-37A partir de los setenta se empieza a enfocar el tema de los trastornos de desarrollo de forma diferente y se considera cualquier tipo de alteración, disfunción o dificultad en el desarrollo de una persona. Suele presentarse en la infancia o adolescencia y requiere una intervención psicoeducativa para la adaptación social del individuoS

Estudio de la auto-eficacia en la lectura desde una perspectiva evolutiva

Se analizan los cambios en el nivel de auto-eficacia en la lectura en función de la edad, comparando cuatro grupos de edad correspondientes a 5º y 6º curso de Educación Primaria y 1º y 2º de Educación Secundaria Obligatoria. La muestra total fue de 511 alumnos/as, distribuidos a lo largo de los cuatro cursos evaluados, con una distribución equitativa de género por curso. Se les evaluó el nivel de auto-eficacia en la lectura a través de una escala que diferencia tres niveles de auto-eficacia en relación a los procesos de decodificación y fluidez, los procesos relacionados con la formación del texto base, y con la formación del modelo de situación, así como el total de auto-eficacia en la lectura. Los resultados mostraron diferencias estadísticamente significativas entre los cursos en todas las variables de auto-eficacia excepto la relacionada con los procesos de decodificación y fluidez. En todos los casos el patrón evolutivo de la auto-eficacia mostró una disminución en el nivel de auto-eficacia lectora en función del curso, reflejándose en todos ellos en general un nivel de autoeficacia mayor en los cursos de Educación Primaria que en la Educación Secundaria Obligatoria.We analyze changes in level of reading self-efficacy according to the age, comparing four age groups, belonged to 5th and 6th Primary Grade and 1st and 2nd Secondary Education. The sample comprised 511 students, distributed through the four grades, with the same distribution by gender each grade. Students’ level of reading self-efficacy was assessed by a scale that differences three subtotals of reading self-efficacy in relation to: decoding and fluency processes of reading, self-efficacy in relation to text-based model formation and self-efficacy in relation to situation-model formation in reading. Results showed differences statistically significant between grades in all levels of reading self-efficacy (total self-efficacy, self-efficacy in relation to text-model and in relation to situation- model), excepting self-efficacy in relation to decoding and fluency processes. In all cases, the developmental pattern of reading self-efficacy showed a decrease in level of self-efficacy by grade, showing a higher level of reading self-efficacy in grades of Primary Education than in grades of Secondary Education.peerReviewe

Metacognición y comprensión lectora: conocimiento y uso de estrategias

Las investigaciones en relación a la metacognición, y más concretamente, sobre el conocimiento metacognitivo de la tarea de lectura, las correspondientes estrategias y las habilidades que requieren, han puesto de manifiesto que las dificultades que los estudiantes pueden tener, entre otras, están relacionadas con su falta de conocimiento explícito sobre las demandas cognitivas que conlleva la propia comprensión lectora. De esta forma resulta necesario instruir tanto en el conocimiento de las estrategias metacognitivas como en el uso de las mismas para mejorar la comprensión de los textos en aquellos estudiantes que presentan dificultades. La revisión que se presenta a continuación tiene por objeto analizar los programas instruccionales en estrategias metacognitivas de lectura que han resultado más eficaces a lo largo de los útlimos años. Los programas que han sido objeto de estudio son: “Concept-Oriented Reading Instruction (CORI), Question Answer Realtionship (QAR), TWA (Thinking before reading, think While reading, think After reading), Communicative Reading Strategies (CRS) y Informed Strategies for Learning (ISL)”. La aplicación de todos los programas aquí examinados sugieren que los estudiantes mejoran en sus habilidades lectoras con independencia de la estategia metacognitiva trabajada.The finding of research into metacognitive knowledge about reading task, reading strategies, and the skills they require show that children’s difficulties may, among other things, be related to their lack of explicit knowledge of the cognitive requirements of text comprehension. Thereby it is necessary to instruct both in metacognitive strategies knowledge such as in using them to improve reading comprehension in those students who have difficulties. The purpose of the following review is to analyse the instructional programs in metacognitive strategies in reading that have been most effective in last years. The programs analysed are: “Concept-Oriented Reading Instruction (CORI), Question Answer Realtionship (QAR), TWA (Thinking before reading, think While reading, think After reading), Communicative Reading Strategies (CRS) and Informed Strategies for Learning (ISL)”. The implementation of all programs suggest that students improve their reading skills regardless of the metacognitive strategy focused

Estudio de la auto-eficacia en la lectura desde una perspectiva evolutiva

p. 125-132Se analizan los cambios en el nivel de auto-eficacia en la lectura en función de la edad, comparando cuatro grupos de edad correspondientes a 5º y 6º curso de Educación Primaria y 1º y 2º de Educación Secundaria Obligatoria. La muestra total fue de 511 alumnos/as, distribuidos a lo largo de los cuatro cursos evaluadosS

An analysis of the psychometric properties of the writing-specific cognitive strategies questionnaire for undergraduate students

Writing strategies are needed to manage the complexity of writing tasks, especially at university, where writing tasks are for learning, professional, or scientific purposes and are highly demanding. The literature shows that many undergraduate students have defined, stable, writing strategies, although some lack proper strategic development and require explicit instruction in this regard. In both cases, adapting writing tasks to undergraduate students’ preferences and instructing them effectively requires understanding their writing strategies, which will encourage optimal learning and writing proficiency. This is why valid, reliable, writing strategy assessment tools are essential. The present study focused on the validation of the Spanish Writing Strategies Questionnaire-Undergraduate Students (WSQ-SU), aimed at measuring undergraduate students’ preferences for using different writing strategies. The sample comprised 978 Spanish undergraduates doing degrees in Infant, Primary or Social Education, Pedagogy and Psychology. The data from the questionnaire was explored by means of exploratory and confirmatory analysis, test–retest reliability to analyse temporal stability and convergent validity. Two factors, planning and revising, were identified through exploratory and confirmatory factor analysis, representing different writing strategies and supporting the original model. The results indicated adequate test–retest reliability and temporal stability. The results also showed the questionnaire’s convergent validity; a direct, linear correlation between two factors and off-line planning and revising variables. Based on the results, the WSQ for undergraduate students-Spanish version has been shown to be a reliable and valid, scale that can be easily applied in the university context to explore undergraduate students’ writing strategies

Coping, academic engagement and performance in university students

[EN] The aim of this study is to evaluate the relationships between coping (i.e., adaptive or maladaptive), academic engagement dimensions (i.e., vigor, dedication and absorption) and academic performance, as well as the mediating role of academic engagement dimensions in the relationship between coping and academic performance. Data were collected from a sample of 808 undergraduate students at a Spanish University. Participants completed the Coping Strategies Inventory (CSI) for the measurement of coping strategies and the Work Engagement Student Scale (UWES-SS) for the measurement of academic engagement. Academic performance was evaluated by the grade point average. Results showed that adaptive coping, academic engagement dimensions and academic performance were positively related. Maladaptive coping was negatively related to performance, but there were no significant correlations between maladaptive coping and any academic engagement dimension. Mediation analysis showed that engagement dimensions mediated the relationship between adaptive coping and performance. Adaptive coping increased academic vigor, dedication and absorption and these dimensions improved performance in turn. In conclusion, this study provides evidence of the way in which academic engagement mediates between adaptive coping and performance. The theoretical interpretation of the results and the potential applications for intervention are discussedS