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CAEL RESEARCH TEAM
Cognition and Learning of Writing and Reading
WRITING INSTRUCTION AND PREVENTION AND TREATMENT OF LEARNING DISABILITIES
SOME PUBLICATIONS OF THE TEAM IN THIS RESEARCH LINE
López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2021). Evaluating effects of different forms of revision instruction in upper-primary students. Reading and Writing. https://doi.org/10.1007/s11145-021-10156-3
Arrimada, M., Torrance, M., & Fidalgo, R. (2019). Effects of teaching planning strategies to first-grade writers. British Journal of Educational Psychology, 89, 670-688. https://doi.org/10.1111/bjep.12251
Limpo, T., & Alves, R. A. (2018). Tailoring multicomponent writing interventions: The effects of coupling self-regulation and transcription training. Journal of Learning Disabilities, 51, 381-398. https://doi.org/10.1177/0022219417708170
Arrimada, M., Torrance, M., & Fidalgo, R. (2018). Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach. Reading and Writing, 31(4), 865–891. https://doi.org/10.1007/s11145-018-9817-x
Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. A., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108, 665-679. https://doi.org/10.1037/edu0000089
Fidalgo, R., Torrance, M., & García, J. N. (2008). The long term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology, 33, 672-693.
Torrance, M., Fidalgo, R., & García, J. N. (2007). The teachability and efectiveness of cognitive self-regulation in sixth grade writers. Learning and Instruction, 17, 265-285.
García, J. N., & Fidalgo, R. (2006). Effects of two self-regulatory instruction programs in students with Learning Disabilities in writing products, process and self-efficacy. Learning Disability Quarterly, 29(3), 181-213.
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