Timed written picture naming in 14 European languages

p.744-758We describe the Multilanguage Written Picture Naming Dataset. This gives trial-level data and time and agreement norms for written naming of the 260 pictures of everyday objects that compose the colorized Snodgrass and Vanderwart picture set (Rossion & Pourtois in Perception, 33, 217–236, 2004). Adult participants gave keyboarded responses in their first language under controlled experimental conditions (N = 1,274, with subsamples responding in Bulgarian, Dutch, English, Finnish, French, German, Greek, Icelandic, Italian, Norwegian, Portuguese, Russian, Spanish, and Swedish). We measured the time to initiate a response (RT) and interkeypress intervals, and calculated measures of name and spelling agreement. There was a tendency across all languages for quicker RTs to pictures with higher familiarity, image agreement, and name frequency, and with higher name agreement. Effects of spelling agreement and effects on output rates after writing onset were present in some, but not all, languages. Written naming therefore shows name retrieval effects that are similar to those found in speech, but our findings suggest the need for cross-language comparisons as we seek to understand the orthographic retrieval and/or assembly processes that are specific to written outputS

Effects of teaching planning strategies to first-grade writers

p. 670-688Traditionally writing instruction at the start of school has focused on developing students’ ability to spell and handwrite. Teaching children explicit selfregulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) educationS

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

Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: the mediational role of gender in calibration

Este estudio examina el papel mediacional del género en los efectos de dos patrones de intervenciones de estrategias cognitivas y auto-reguladoras en la calibración de la autoeficacia escritora de alumnos con dificultades de aprendizaje (DA). Se asignaron al azar a 121 alumnos de educación primaria de 5º y 6º con DA (43 chicas y 78 chicos), edades entre 10 y 12 años, o a uno de los grupos de intervención experimental (n = 48, 19 chicas y 29 chicos), y recibieron un programa de intervención basado en el modelo de desarrollo de estrategia auto-regulada o un entrenamiento basado en el modelo cognitivo de adquisición secuencial de habilidades (n = 31, 15 chicas y 26 chicos), o alternativamente, fueron asignados a un grupo de instrucción normal (n = 32, 9 chicas y 23 chicos). Se evaluó la ejecución de escritura con dos tipos evaluación: una puntuación basada en el lector, ligada a la estructura, la coherencia y la calidad, y una puntuación basada en el texto, ligada a la productividad, la coherencia y la estructura. Las creencias de autoeficacia sobre la escritura también se evaluaron con una escala de auto-informe que incluía ocho ítems acerca de la confianza de los alumnos al completar una tarea de escritura y al ganar habilidades de escritura específica. Los resultados sugieren que la calibración errónea de la autoeficacia de escritura en chicas con DA se modificó significativamente a una calibración más realista de su competencia en escritura después de la intervención experimental. Sin embargo, los resultados no confirman lo mismo para los chicos.This study examines the mediational role of gender in the effects of two patterns of cognitive and self-regulatory strategy interventions in the writing self-efficacy calibration of students with learning disabilities (LD). 121 5th and 6th Primary grade students with LD (43 girls and 78 boys), ranging in age from 10 to 12 years old were randomly allocated either to one of the experimental intervention groups, (n = 48, 19 girls and 29 boys), and followed a intervention program based on the Self-Regulated Strategy Development Model, or they received training based on the Social Cognitive Model of Sequential Skill Acquisition (n = 31, 15 girls and 26 boys), or alternatively they were allocated to the ordinary instruction group (n = 32, 9 girls and 23 boys). Writing performance was assessed using two types of writing evaluation: a readerbased score concerned with structure, coherence and quality, and a text based score regarding productivity, coherence and structure. Writing self-efficacy beliefs were also assessed using a self-report scale including eight items about the students’ confidence in completing a writing task and to gain specific writing skills. The results suggest that the miscalibration of writing self-efficacy in girls with LD was significantly modified to a more realistic calibration of their writing competence after experimental intervention. However, the findings do not confirm the same clear statement for boys

Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach

p.865-891We report a multiple-baseline single-case study, based in the response to intervention framework, evaluating transcription-only and transcription-and-planning interventions for young, struggling writers. In a baseline phase, 8 classes of Spanish children at the start of their first year of primary (elementary) education completed short, probe writing tasks twice-weekly over the first 120 days of their school career. During this period, all students received researcher-developed classroom instruction in spelling, handwriting, and text-planning. Students then completed a battery of tests including measures of spelling, handwriting and composition quality. On the basis of writing probe tasks and test scores we identified 12 struggling writers for whose written composition performance was below the 15th percentile, relative to the full sample, whose spelling performance was below 25th percentile, and whose handwriting was poor. For the next 72 days, these students received twice-weekly, parent-delivered training in transcription skills (handwriting and spelling) or transcription skills plus text planning. Researcherdeveloped classroom instruction and regular probe tasks continued during this phase. All students, in both intervention conditions, showed improvement in handwriting quality relative to Phase 1. 10 students also showed improvement in composition quality, with 8 performing, post intervention, within normal range relative to peers. Our findings demonstrate the value of a response-to-intervention approach to identification and remediation for struggling writes in their first school yearS

Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students

Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students Fidalgo, R.; Torrance, M.; Rijlaarsdam, G.C.W.; van den Bergh, H.; Álvarez, M.L. Published in: Contemporary Educational Psychology DOI: 10.1016/j.cedpsych. 2014.11.004 Link to publication Citation for published version (APA): Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Álvarez, M. L. (2015). Strategy-focused writing instruction: just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37-50. https://doi.org/10.1016/j.cedpsych.2014.11.004 General rights It is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), other than for strictly personal, individual use, unless the work is under an open content license (like Creative Commons). Disclaimer/Complaints regulations If you believe that digital publication of certain material infringes any of your rights or (privacy) interests, please let the Library know, stating your reasons. In case of a legitimate complaint, the Library will make the material inaccessible and/or remove it from the website. Please Ask the Library: https://uba.uva.nl/en/contact, or a letter to: Library of the University of Amsterdam, Secretariat, Singel 425, 1012 WP Amsterdam, The Netherlands. You will be contacted as soon as possible. A B S T R A C T Three groups of typically-developing 6th grade students (total N = 62) each completed strategy-focused writing training. Using a combined lagged-group and cross-panel design we assessed the effectiveness of a sequence of four different instructional components: observation and group reflection on a mastery model, direct (declarative) instruction, peer feedback and solo practice. Cumulative effects on written product and writing process were assessed at baseline and after each component. Findings supported the effectiveness of strategy-focused intervention: All three groups showed gains, relative to controls, in the quality of their written products assessed by both holistic and text-analytic measures, and a more structured and goal-focused planning processes. These effects were associated almost exclusively with the modelling and reflection component. Improved performance was sustained through other instructional components but there was no strong evidence that they provided additional benefit. This finding was replicated in all three groups, and across two different text-types

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

Análise de dados de agitação na costa portuguesa em condições de temporal

Esta dissertação tem o propósito de analisar e caracterizar os parâmetros de agitação marítima em condições de temporal em dois pontos da costa portuguesa. Esta enquadra-se no trabalho de colaboração que o Laboratório Nacional de Engenharia Civil (LNEC) e o Instituto Hidrográfico (IH) têm vindo a desenvolver a fim de, com base na análise de dados de temporais recolhidos e analisados pelo IH em alguns pontos da costa continental portuguesa, dar resposta a algumas questões que se abrem a nível de projeto, construção e manutenção de obras marítimas. Os dados de agitação marítima aqui analisados foram recolhidos num período de mais de 25 anos através de duas boias ondógrafo direcionais Datawell, uma em Sines (entre 1988 e 2015) e outra em Faro (entre 1986 e 2015), em zonas de profundidade de cerca de 97 e 93 m, respetivamente. Verificou-se que foram registados 101 temporais em Sines, com direção média entre Oeste e Noroeste, e 177 temporais em Faro, 64 com direção média inferior a 180ºN maioritariamente entre Lés-Sudeste e Sudoeste e 113 com direção média superior a 180ºN maioritariamente entre Su-Sudoeste e Oeste. Os parâmetros analisados foram a altura máxima, a altura significativa, a relação entre estes, o período de pico, o período médio, a direção da agitação e a dispersão direcional. Constatou-se que os temporais de Sines apresentam maiores valores de altura de onda, período de pico e período médio e menores valores de dispersão direcional comparativamente com os dados de Faro. Observou-se que os temporais com durações desde o seu início até à sua intensidade máxima inferiores a 2 horas aumentaram em Sines e diminuíram em Faro ao longo dos anos analisados. Tanto Sines como Faro apresentam uma diminuição no tempo dos valores da altura significativa máxima e um aumento da relação entre a altura máxima e a altura significativa do temporal, sendo que Sines também apresenta uma diminuição da altura máxima do temporal. Foi ainda realizada uma análise estatística, a qual mostrou que a distribuição generalizada de valores extremos foi a que se ajustou melhor à maioria dos parâmetros

Eficacia do tratamento para a marcha de puntillas idiopática en idade pediátrica. Unha revisión sistemática.

[Resumo] Introdución: A marcha de puntillas idiopática dáse entre un 7% e un 24% da poboación pediátrica que non presenta patoloxías neurolóxicas ou ortopédicas previas. Consiste nunha marcha con ausencia de apoio do talón. Os tratamentos convencionais son a primeira opción e entre eles destacan: xesos seriados, orteses plantares e toxina botulínica A. Obxectivo: Valorar cal dos tratamentos para a marcha de puntillas idiopática presenta unha maior eficacia. Metodoloxía: Realízase unha busca nas principais bases de datos de ciencias da saúde (PubMed, Cochrane Library, Scopus e Web of Science) durante os meses de febreiro, marzo e abril do ano 2021. Os criterios de inclusión utilizados foron: Artigos en inglés, castelán e portugués, publicados nos últimos 10 anos e que fosen artigos de investigación, revisións sistemáticas, casos e ensaios clínicos. Resultados: Obtéñense un total de 57 publicacións, das cales 32 son descartadas por estar duplicadas. Despois de valorar os criterios de selección elimínanse 27 artigos, conseguindo como resultado final 5 publicacións que se axustan as condicións requiridas. Conclusións: O finalizar esta revisión non se puido acadar unha resposta precisa sobre cal dos diferentes tratamentos para a marcha de puntillas idiopática presenta unha maior eficacia[Resumen] Introducción: La marcha de puntillas idiopática se da entre un 7% y un 24% de la población pediátrica que no presenta patologías neurológicas u ortopédicas previas. Consiste en una marcha con ausencia de apoyo de talón. Los tratamientos convencionales son la primera opción y entre ellos destacan: yesos seriados, ortesis plantares y toxina botulínica A. Objetivo: Valorar cuál de los tratamientos para la marcha de puntillas idiopática presenta mayor eficacia. Metodología: Se realiza una búsqueda en las principales bases de datos de ciencias de la salud (PubMed, Cochrane Library, Scopus y Web of Science) durante los meses de febrero, marzo y abril del año 2021. Los criterios de inclusión utilizados fueron: artículos en inglés, español y portugués, publicados en los últimos 10 años y que fuesen artículos de investigación, revisiones sistemáticas, casos y ensayos clínicos. Resultados: Se obtienen un total de 57 publicaciones, de las cuales 32 se descartan por estar duplicadas. Después de valorar los criterios de selección se han eliminado 27 artículos, consiguiendo como resultado final 5 publicaciones que se ajustan a las condiciones requeridas. Conclusiones: Al finalizar esta revisión no se ha podido alcanzar una respuesta precisa sobre cuál de los diferentes tratamientos para la marcha de puntillas idiopática presenta una mayor eficacia.[Abstract] Introduction: Idiopathic toe walking occurs between 7% and 24% of the pediatric population who do not have previous neurological or orthopedic pathologies. It consists of a gait with the absence of heel support. Conventional treatments are the first option and among them stand out: serial casts, plantar orthosis and botulinum toxin A. Objective: Asses which of the treatments for idiopathic toe walking is more effective. Methodology: A search is carried out in the main health science databases (PubMed, Cochrane Library, Scopus y Web of Science) during the months of February, March and April of the year 2021. The inclusion criteria used were: articles in English, Spanish and Portuguese, published in the las 10 year and that they were research articles, systematic reviews, cases and clinical trials. Results: A total of 57 publications were obtained, of which 32 were discarded because they were duplicates. After evaluating the selection criteria, 27 articles have been eliminated, obtaining as a result 5 publications that meet the required conditions. Conclusions: At the end of this review, it was not possible to reach a precise answer on which of the treatments for idiopathic toe walking is more effectiveTraballo fin de grao (UDC.FEP). Podoloxía. Curso 2020/202