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CAEL RESEARCH TEAM
Cognition and Learning of Writing and Reading
COGNITIVE AND MODULATING VARIABLES OF WRITING
SOME PUBLICATIONS OF THE TEAM IN THIS RESEARCH LINE
FIRST DIMENSION
PRIMERA DIMEN
Torrance, M., Arrimada, M., & Gardner, S. (2021). Child-level factors affecting rate of learning to write in first grade. British Journal of Educational Psychology, 91, 714-724. DOI: 10.1111/bjep.12390
López, P., Torrance, M., & Fidalgo, R. (2019). The online management of writing processes and their contribution to text quality in upper-primary students. Psicothema, 31(3), 311-318.
Olivares, F., Fidalgo R., & Torrance, M. (2016). Differences in Reading Self-Efficacy between School Years and according to Gender. Psicodidáctica, 21(1), 45–63.
Alves, R. A., & Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific Studies of Reading, 19, 374-391.
Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84, 177-193.
Fidalgo, R., Arias, O., Torrance, M., & Martínez, B. (2014). Comparison of Reading-Writing Patterns and Performance of Students with and without Reading Difficulties. Psicothema, 26, 442-448.
Limpo, T., & Alves, R. A. (2013). Modeling writing development: The contribution of transcription and self-regulation to Portuguese students’ text generation. Journal of Educational Psychology, 105, 401-413.
SECOND DIMENSION
SEGUNDA DIMEN
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.
López, P., Torrance, M., Rijlaarsdam, G., & Fidalgo, R. (2017). Effects of direct instruction and strategy modelling on upper-primary students’ writing development. Frontiers in Psychology, 8, 1–10.
Torrance, M., Fidalgo, R., & Robledo, P. (2015). Do sixth grade writers need process strategies? British Journal of Educational Psychology, 85(1), 91–112.
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.
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