Early Literacy Assessment: Development and Validation of a Model

AbstractThis research addresses the influence of autonomous writing productions of students at the early childhood education level. Its aim was to determine to what extent the early introduction of this type of writing improves the quality of the written productions. With a sample of 48 4-year-old students from two schools, following a quasi-experimental design (pretest and post-test), written discourses related to a given classroom task were assessed. In the experimental group multidimensional and autonomous writing strategies were used, while in the control group the writing was approached via explicit instructional practices. The results indicate that students in the experimental group show a greater development at all levels in the written text. Also, it has been shown that the learning of the textual superstructure precedes learning of other levels of the language, as providing the written discourse with a communicative purpose encourages the development of the textual macro and microstructure

Textisms, texting, and spelling in Spanish

This study examines undergraduates’ perception of usage in smartphone text message and their relationship with the process of learning Spanish spelling. The aim is to establish whether subjects who have become competent language users in a digital environment accept the use of textisms and whether these textisms are perceived differently depending on their phonetic, lexical, and multimodal features. A total of 388 undergraduates from the Faculty of Education Science of the University of Seville participated in a nonexperimental study of a descriptive type based on surveys. The data showed that both standard Spanish writing and digital usage coexisted harmoniously in participants’ texts. However, a clear difference was established between textisms that modified Spanish writing rules and those that incorporated new elements not included in standard writing. Whereas textisms which modified the relationship between phonemes and graphemes were considered a challenge to standard writing as well as to academic literacy among young students (12--16), lexical textisms, emoticons, images, and videos were not considered harmful to standard Spanish. The study suggested that evolution of the writing rules set by the Spanish Academy could be influenced by the digital writing habits of young students. © 2017 Elsevier B.V. All rights reserved

Comunicar : revista científica iberoamericana de comunicación y educación

El artículo forma parte de un monográfico de la revista dedicado a orientación y medios de comunicaciónSe explican dos programas de orientación educativa universitaria desarrollados por el grupo de investigación MIDO de la Universidad de Sevilla, los cuales se engloban dentro del modelo tecnológico de orientación que toman como formato las nuevas tecnologías para desarrollar la acción orientadora.AndalucíaES

New techmologies for university guidance: proposals to aim learning

En el presente artículo encontraremos una breve justificación de la necesidad de orientación en el nivel más alto del sistema educativo, para pasar, posteriormente, a explicar dos programas de orientación universitaria, «Magallanes» y «Simus», desarrollados por el Grupo de Investigación MIDO de la Universidad de Sevilla, los cuales, se engloban dentro del modelo tecnológico de la orientación, es decir, toman como formato las nuevas tecnologías para desarrollar la acción orientadora

La orientación de los alumnos de nuevo ingreso en la Universidad de Sevilla, a partir de un sistema de mentoría entre los estudiantes (El proyecto SI.M.U.S)

El SIMUS (Sistema de Mentoría de la Universidad de Sevilla) nace a partir de estudios realizados sobre las necesidades de orientación en los alumnos de nuevo ingreso en la Universidad de Sevilla y, del análisis de modelos alternativos de orientación universitaria ante estas necesidades. Este proyecto busca que los estudiantes que se incorporan a la Universidad de Sevilla, realicen un tránsito menos problemático desde la enseñanza Secundaria a la Educación Superior, haciendo que su incorporación a la institución y la cultura universitaria se desarrolle de un modo satisfactorio