6 results on '"María Ángeles Melero"'
Search Results
2. SEX-GENDER PERCEPTIONS IN THE SCHOOL OF EDUCATION AT THE UNIVERSIDAD DE CANTABRIA: A BLENDED LEARNING INTERVENTION
- Author
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Lorena González Sánchez, Iriana Santos González, Laura Mier Pérez, Ruth Villalón Molina, María Ángeles Melero Zabal, Juan Amodia de la Riva, and Celia España
- Published
- 2022
- Full Text
- View/download PDF
3. Actitudes y sentimiento de competencia hacia la lectura y la escritura del alumnado de 1º y 2º de Educación Primaria
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María Belén Izquierdo Magaldi, María Ángeles Melero Zabal, Ruth Villalón Molina, and Universidad de Cantabria
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Writing ,media_common.quotation_subject ,Primary education ,motivación ,lcsh:Education (General) ,Escritura ,Education ,destreza ,Pedagogy ,Educación primaria ,0501 psychology and cognitive sciences ,escritura ,Competence (human resources) ,Lectura ,media_common ,Descriptive statistics ,05 social sciences ,lectura ,050301 education ,Linguistic competence ,Actitudes ,actitud ,Feeling of competence ,Reading ,Feeling ,Attitudes ,Sentimiento de competencia ,lcsh:L ,lcsh:L7-991 ,Psychology ,0503 education ,lcsh:Education ,050104 developmental & child psychology - Abstract
RESUMEN: La mejora de la competencia lingüística en la escuela tiene que contemplar la complejidad de los procesos que conllevan las actividades de lectura y escritura. Esta incluye considerar los factores emocionales y motivacionales implicados, tales como las actitudes y el sentimiento de competencia. Sin embargo, en nuestro país son muy escasos los estudios que se han centrado en estos aspectos, y en especial al comienzo de la escolarización. Nuestro objetivo fue identificar qué actitudes hacia la lectura y la escritura y qué sentimiento de competencia mantiene el alumnado al inicio de la Educación Primaria. Asimismo, pretendimos investigar si las actitudes se relacionan con el sentimiento de competencia en esta etapa. Los participantes fueron 725 niños y niñas de 1º y 2º curso, pertenecientes a varios centros educativos urbanos del norte de España. El instrumento empleado fue un cuestionario adaptado de la versión finlandesa del Reading Attitude Questionnaire (Merisuo-Storm y Soininen, 2012). Los resultados indican que el alumnado muestra actitudes muy positivas hacia la lectura y la escritura y que se siente muy competente para aprender a leer y escribir, aunque se aprecian algunas diferencias por curso. Se discuten las implicaciones educativas de estos resultados. ABSTRACT: The improvement of the linguistic competence in the school must contemplate the complexity of the processes that entail the activities of reading and writing. This includes considering emotional and motivational factors involved, such as attitudes and feeling of competence. However, in our country there are very few studies that have focused on these aspects, and especially at the beginning of schooling. Our objective was to identify what attitudes towards reading and writing and what level of competence students maintain at the beginning of Primary Education. Likewise, we sought to investigate if attitudes are related to feeling of competence in this stage. Participants were 725 boys and girls of 1st and 2nd grade, belonging to several urban educational centers in the north of Spain. The instrument used was an adapted questionnaire from the Finnish version of the Reading Attitude Questionnaire (Merisuo-Storm y Soininen, 2012). Descriptive data and contrasts of means were obtained per course. Results indicate that, in general terms, students hold very positive attitudes towards reading and writing and that they feel very competent to learn to read and write, although some differences are appreciated by grade. The educational implications of these results are discussed.
- Published
- 2020
4. A comparison of reading aloud, silent reading and follower reading. Which is best for comprehension? / Una comparación de lectura en voz alta, lectura en silencio y lectura de seguimiento. ¿Cuál es mejor para la comprensión?
- Author
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Héctor García-Rodicio, María-Belén Izquierdo, and María-Ángeles Melero
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media_common.quotation_subject ,05 social sciences ,050301 education ,050105 experimental psychology ,Linguistics ,Education ,Comprehension ,Reading aloud ,Cognitive resource theory ,Reading (process) ,Developmental and Educational Psychology ,0501 psychology and cognitive sciences ,Active listening ,Psychology ,0503 education ,Silent reading ,media_common - Abstract
When reading in the classroom, teachers may use different methods. We examined the impact of different reading conditions on comprehension. Reading aloud involved reading the text aloud for an audience. Silent reading required the students to read the text silently. Follower reading involved listening to another student read the text aloud while having the text available for individual reading. Thirty-six fifth- and sixth-grade students read texts under the three conditions and then took comprehension tests. The students performed equally well under reading aloud and silent reading. Follower reading resulted in worse comprehension. The data suggest that the follower readers focused on their individual reading, making an effort not to listen to the student reading out loud, which consumed cognitive resources. Since reading aloud in the classroom involves not only one loud reader but also a lot of follower readers, silent reading might be the smartest choice.
- Published
- 2017
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5. Reading Comprehension and Working Memory's Executive Processes: An Intervention Study in Primary School Students
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Isabel Orjales, María Rosa Elosúa, Gonzalo Duque, Isabel Gómez-Veiga, José Óscar Vila, Laura Gil, Antonio Contreras, Raquel Rodríguez, Juan A. García-Madruga, and María Ángeles Melero
- Subjects
Comprehension ,Reading comprehension ,Working memory ,Reciprocal teaching ,Developmental and Educational Psychology ,Short-term memory ,Metacognition ,Context (language use) ,Cognition ,Psychology ,Education ,Cognitive psychology - Abstract
ABSTRA C T Reading comprehension is a highly demanding task that involves the simultaneous process of extracting and constructing meaning in which working memory’s executive processes play a crucial role. In this article, a training program on working memory’s executive processes to improve reading comprehension is presented and empirically tested in two experiments with third-grade primary school students. Experiment 1 showed a greater gain after training the experimental group in contrast to the control group in reading comprehension and intelligence. In experiment 2, we focused on the training processes and compared training results of high and low pretest reading comprehension groups. Results confirmed the increase in reading comprehension, intelligence, and executive processes and showed that the low group reached a greater gain in reading comprehension after training than the high group did. The results of these experiments and their limitations are discussed in the context of recent theories on the role of executive processes in reading comprehension and the possibility of training working memory and intelligence.
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- 2013
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6. Tendencias emergentes en evaluación formativa y compartida. El papel de las nuevas tecnología (I)
- Author
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Paula Lamo, Lucía Sánchez Tarazaga, Mª Inmaculada González Alonso, Antonia Ramírez García, Elías Rodríguez, Diana Marín, Claudia Roldán Morales, Kay Sambell, Antonio Peña Rodríguez, Carla Blázquez Fernández, Inés Monreal, Marta Camarero Figueroa, María Angulo Egea, Estefanía Palazuelos Cobo, Marilia Nogueira dos Santos, Juana Perpiñá Galvañ, Ana Fernández Feito, María Alcantud Díaz, Olga Gómez Cash, Sara Trigueros Preciado, Oleguer Camerino, Francisco José Amo Setien, Sofía García Sanjuán, Beatriz de León, Emilio Sánchez, Alicia Gómez Linares, Danya López Ibarra, Alberto Pigazo López, José J. Barba, Remedios Hernández Linares, Cristina Gil, Paula Renés Arellano, Laura Alejo Lozano, Alicia Díaz Megolla, Eva Cifrian Bemposta, Noelia Fernández Rouco, Juan J. Leiva Olivencia, María Vives García, Marta Guijarro Garvi, Ángela Sanjuán Quiles, Alfredo Prieto, Elena Cano, Blanca Torres Manrique, María Paz Zulueta, Carmen Isabel Reyes García, María José Montilla Reina, Andrés A. Fernández Fuertes, Belén Izquierdo Magaldi, Javier Catalina Sancho, Mayte Archilla Pratt, Lurdes Martínez Mínguez, Roberto Fernández Fernández, Susana Lázaro Visa, María González García, Juan Carlos Manrique, Rafael Pérez Galán, Ignacio A. Rodríguez del Bosque, María de la O Cortón de las Heras, Cristina Rodríguez, Sonia Cadena Castillo, Ana Torres Soto, Amor Pérez Rodríguez, Patricia Gómez Mayo, J. F. Lukas, Lidia López Lozano, Carmen María Sarabia Cobo, Paula San Martín Espina, J. Enrique Agudo, María Isabel Amor Almedina, Claudia Gómez García, Iván Rivilla Arias, Eduardo Doval, Raquel Palomera Martín, Ángela Saiz Linares, Raquel Sarabia Lavín, Héctor García Rodicio, Ana Parada Gañete, Alberto Paredes Ochoa, Ángela Fernández Gutiérrez, Íñigo González Fuente, María José Naranjo, Elena Arbués, Cristina Vallés, Virginia García Coll, Emilio Solís, Mar Pérez Martín, María Dolores Frías, Pedro J. Rivero, José Reyes Ruiz Gallardo, Alicia Peñalva Vélez, María José Cabañero Martínez, Ana Mercedes Vernia Carrasco, Nadezhna Castellano, María Dolores Alonso-Cortés Fradejas, Juan Fraile, Encina Calvo Iglesias, Miguel Chivite Izco, Fuencisla Vicente Rodado, María Espada Mateos, A V Pedro Certad, Raquel Gómez López, María Elena Riaño Galán, Josep Gustems Carnicer, José Luis Blanco López, María Luisa García Hernández, Marina Ponce Suárez, Mª Elena García Ruiz, María Rosa García Ruiz, Yolanda Valcárcel Álvarez, María Teresa Gómez del Castillo, Laura V. Fielden Burns, José Manuel Diego Mantecón, Manuel Lillo Crespo, Maricel Totoricagüena, Ana Castro Zubizarreta, Raquel Domínguez Fernández, María Pilar Ezquerra Muñoz, Javier Argos González, Elena García Ruiz, Antonio Fraile Aranda, Ángeles Diez Fernández, Paula Paras Bravo, José María Terceño Pertejo, Mª Antonia López Luengo, Daniel Pérez González, Laurentino Salvador Blanco, Pedro Solana González, Lidia Sánchez Ruiz, Isaac Estevan, Jesús García Laborda, Jesús Fernández, Francisco Javier Muñoz, Suyapa Martínez Scott, Rosario Gil Galván, Antonio Coronado Hijón, Patricia Martinez García de Leániz, Eva María Gabaldón Bravo, Raúl A. Barba Martín, Irina Salcines Tallado, Mercedes Rico, Carlos Castaño, Blanca Tejero Claver, David Cantarero Prieto, Ruth Villalón, Joxe Jiménez, Ernesto López Gómez, Mª Victoria Biezma, Ainhoa Bilbao Martínez, Maitane Pérez Istúriz, Ernesto Panadero, Raquel Artuch Garde, Juana María Tierno García, Ana María Riaño Galán, José Antonio Gabelas Barroso, Joan Peredo Hernández, Inmaculada Maíz, Victor Manuel López Pastor, Natalia González Fernández, Rosario Romero Martín, María Dolores Riba, Gemma Torres Cladera, María Amparo Calatayud Salom, José Antonio Labra, Reina Ferrández Barrueco, Mónica Armijos Santos, Felipe Trillo Alonso, Marta Pascual Sáez, Marina Carmona Martin, Fátima Cunha, Marta García Lastra, Virgilina Alegre Ramón, Miguel Santibañez Margüello, María Ángeles Melero, Mari Carmen Caldeiro Pedreira, Luis del Barrio Aranda, Rocío Rocha Blanco, Teresa Magal Royo, Gustavo Adolfo Carrillo Jácome, Javier Montoya del Corte, Fernando Real Rubio, Cristina García, Gustavo González Calvo, Rebeca García Ramos, Itziar Muñoz, Carlos Gutiérrez García, Anna Segarra Mayo, Lourdes Aragón, Mª Carmen López Fernández, Pablo Mª de Castro García, Maite Fernández Ferrer, Eloisa Lorente Catalán, Julia Haba Osca, Eneko Tejada, Charo Barrios Arós, María Luz Eyo Gestoso, Urtza Garay, Belén Díaz Díaz, Jorge Oceja Castanedo, Pilar Iranzo García, Isabel M. Cruz, Laura Pons, Carmen Marta Lazo, Fresia González Holguín, Diego Calderón Garrido, Karlos Santiago, Ana L. Medialdea, Rodrigo Pardo, Itziar Irazabal Zuazua, Marta Pérez Pérez, Ángel Pérez Pueyo, José Antonio Hurtado Sánchez, Ana Fernández Laviada, Alba Ibáñez, Sonia Martín Gómez, Carlos Berlanga, Mónica Porto Currás, Rocío Serrano Rodríguez, Sonia Asún Dieste, José Manuel Osoro Sierra, David Hortigüela Alcalá, David Carabias, Antonio Vega Omaña, Charo Repáraz Abaitua, Javier Viguri Fuente, Carolina Hamodi Galán, Belén S. Lantarón, Andrea Arnaiz García, Alejandra Hernando Garijo, and Elena Briones Pérez
- Published
- 2015
- Full Text
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