메뉴 건너뛰기




Volumn 15, Issue 1, 2003, Pages 41-48

Differences in awareness of writing cognitive processes: Substantive vs., mechanical and other, in 8 up to 16 years old students;Diferencias en la conciencia de los procesos psicológicos de la escritura: Mecánicos frente a sustantivos y otros

Author keywords

[No Author keywords available]

Indexed keywords


EID: 0037280915     PISSN: 02149915     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article
Times cited : (19)

References (40)
  • 2
  • 3
    • 0026845814 scopus 로고
    • Metacognitive theory: A framework for teaching literacy, writing, and math skills
    • Borkowsky (1992). Metacognitive Theory: A Framework for Teaching Literacy, Writing, and Math Skills. Journal of Learning Disabilities, 25, 253-257.
    • (1992) Journal of Learning Disabilities , vol.25 , pp. 253-257
    • Borkowsky1
  • 4
    • 0002825367 scopus 로고
    • Metacognition, executive control, self-regulation and other more mysterious mechanisms
    • En F.E.Weinert y R.H. Kluwe (Eds.). Hillsdale, NJ: Erlbaum
    • Brown, A. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. En F.E.Weinert y R.H. Kluwe (Eds.). Metacognition, motivation and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.
    • (1987) Metacognition, Motivation and Understanding , pp. 65-116
    • Brown, A.1
  • 5
    • 0034377370 scopus 로고    scopus 로고
    • Promoting strategic writing by postsecondary students with learning disabilities: A report of three case studies
    • Butler, D., Elaschuk, C.L. y Poole, S. (2000). Promoting strategic writing by postsecondary students with learning disabilities: A report of three case studies. Learning Disability Quarterly, 23, 196-213.
    • (2000) Learning Disability Quarterly , vol.23 , pp. 196-213
    • Butler, D.1    Elaschuk, C.L.2    Poole, S.3
  • 7
    • 33744781376 scopus 로고
    • Metacognition and cognitive monitoring: A new area of cognitive development inquiry
    • Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive development inquiry. American Psychologist, 34, 906-911.
    • (1979) American Psychologist , vol.34 , pp. 906-911
    • Flavell, J.H.1
  • 8
    • 0001856004 scopus 로고
    • Speculations about age, nature and development of metacognition
    • En F.E. Weinert y H. Kluwe (Eds.). Hillsdale, N.J.: LEA
    • Flavell, J.H. (1987). Speculations about age, nature and development of metacognition. En F.E. Weinert y H. Kluwe (Eds.). Metacognition, Motivation and Understanding (pp. 21-30). Hillsdale, N.J.: LEA.
    • (1987) Metacognition, Motivation and Understanding , pp. 21-30
    • Flavell, J.H.1
  • 9
    • 0032618173 scopus 로고    scopus 로고
    • Cognitive development: Children's knowledge about the mind
    • Flavell, J.H. (1999). Cognitive development: Children's knowledge about the mind. Annual Review of Psychology, 50, 21-45.
    • (1999) Annual Review of Psychology , vol.50 , pp. 21-45
    • Flavell, J.H.1
  • 10
    • 0013338546 scopus 로고    scopus 로고
    • Conceptual processes in writing: From problem solving to text production
    • En M. Torrance y D. Galbraith (Eds.). Amsterdam: Amsterdam University Press
    • Galbraith, D. y Torrance, M. (1999). Conceptual processes in writing: From problem solving to text production. En M. Torrance y D. Galbraith (Eds.), Knowing what to write. Conceptual processes in text production (pp. 1-12). Amsterdam: Amsterdam University Press.
    • (1999) Knowing What to Write Conceptual Processes in Text Production , pp. 1-12
    • Galbraith, D.1    Torrance, M.2
  • 11
    • 0036344861 scopus 로고    scopus 로고
    • ¿Es posible mejorar la productividad y coherencia de los textos escritos por alumnos con dificultades de aprendizaje y/o bajo rendimiento sin que cambie su disposición reflexiva hacia la escritura?
    • García, J.N. y de Caso, A.M. (2002). ¿Es posible mejorar la productividad y coherencia de los textos escritos por alumnos con dificultades de aprendizaje y/o bajo rendimiento sin que cambie su disposición reflexiva hacia la escritura? Psicothema, 14(2), 456-462.
    • (2002) Psicothema , vol.14 , Issue.2 , pp. 456-462
    • García, J.N.1    De Caso, A.M.2
  • 12
    • 4243644920 scopus 로고    scopus 로고
    • El proceso de composición escrita en alumnos con DA y/o BR: Estudio instruccional con énfasis en la planificación
    • García, J.N. y Marbán, J.M. (2003). El proceso de composición escrita en alumnos con DA y/o BR: estudio instruccional con énfasis en la planificación. Infancia y Aprendizaje, 26.
    • (2003) Infancia y Aprendizaje , vol.26
    • García, J.N.1    Marbán, J.M.2
  • 13
    • 0000001829 scopus 로고    scopus 로고
    • Evaluación colectiva de los procesos de planificación y factores psicológicos en la escritura (EPPyFPE)
    • En J.N. García. Barcelona: Ariel
    • García, J.N., Marban, J. y de Caso, A. (2001). Evaluación colectiva de los procesos de Planificación y Factores Psicológicos en la escritura (EPPyFPE). En J.N. García, Dificultades de aprendizaje e intervención psicopedagógica (pp. 151-155). Barcelona: Ariel.
    • (2001) Dificultades de Aprendizaje e Intervención Psicopedagógica , pp. 151-155
    • García, J.N.1    Marban, J.2    De Caso, A.3
  • 14
    • 0033095629 scopus 로고    scopus 로고
    • The role of text production skills in writing development
    • Graham, S. (1999 a). The role of Text Production Skills in Writing Development. Learning Disability Quarterly, 22(2), 75-77.
    • (1999) Learning Disability Quarterly , vol.22 , Issue.2 , pp. 75-77
    • Graham, S.1
  • 15
    • 0033096294 scopus 로고    scopus 로고
    • Handwriting and spelling instruction for students with learning disabilities: A review
    • Graham, S. (1999 b). Handwriting and Spelling Instruction for Students with Learning Disabilities: A Review. Learning Disabilities Quarterly, 22(2), 78-98.
    • (1999) Learning Disabilities Quarterly , vol.22 , Issue.2 , pp. 78-98
    • Graham, S.1
  • 16
    • 0033246604 scopus 로고    scopus 로고
    • Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model
    • Graham, S. y Harris, K.R. (1999). Assessment and Intervention in Overcoming Writing Difficulties: An Illustration From the Self-Regulated Strategy Development Model. Language, Speech, and Hearing Services in Schools, 30, 255-264.
    • (1999) Language, Speech, and Hearing Services in Schools , vol.30 , pp. 255-264
    • Graham, S.1    Harris, K.R.2
  • 17
    • 0034380105 scopus 로고    scopus 로고
    • The role of self-regulation and transcription skills in writing and writing development
    • Graham, S. y Harris, K. (2000). The role of Self-Regulation and Transcription Skills in Writing and Writing Development, Educational Psychologist, 35(1), 3-12.
    • (2000) Educational Psychologist , vol.35 , Issue.1 , pp. 3-12
    • Graham, S.1    Harris, K.2
  • 18
    • 0027580912 scopus 로고
    • Knowledge of Writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities
    • Graham, S., Schwartz, S. y McArthur, A. (1993). Knowledge of Writing and the composing process, attitude toward writing, and self-efficacy for students with and without learning disabilities. Journal of Learning Disabilities, 26(4), 237-249.
    • (1993) Journal of Learning Disabilities , vol.26 , Issue.4 , pp. 237-249
    • Graham, S.1    Schwartz, S.2    McArthur, A.3
  • 19
    • 4244042656 scopus 로고    scopus 로고
    • Metacognition in learning and instruction
    • Norwell, MA: Kluwer Academic/Plenum Publishers
    • Hartman, H.J. (Eds.) (2001). Metacognition in Learning and Instruction. Theory, Research and Practice. Norwell, MA: Kluwer Academic/Plenum Publishers.
    • (2001) Theory, Research and Practice
    • Hartman, H.J.1
  • 22
    • 85008858306 scopus 로고    scopus 로고
    • Overcoming barriers to writing: Computer support for basic writing skills
    • MacArthur, C.A. (1999). Overcoming barriers to writing: Computer support for basic writing skills. Reading & Writing Quarterly, 15, 169-192.
    • (1999) Reading & Writing Quarterly , vol.15 , pp. 169-192
    • Macarthur, C.A.1
  • 23
    • 21344470062 scopus 로고    scopus 로고
    • A capacity theory of writing: Working memory in composition
    • McCutchen, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8, 299-325.
    • (1996) Educational Psychology Review , vol.8 , pp. 299-325
    • McCutchen, D.1
  • 26
    • 0000343903 scopus 로고    scopus 로고
    • STOP and DARE: A persuasive writing strategy
    • de la Paz, S. (2001). STOP and DARE: A persuasive writing strategy. Intervention in School and Clinic, 36(4), 234-243.
    • (2001) Intervention in School and Clinic , vol.36 , Issue.4 , pp. 234-243
    • De la Paz, S.1
  • 28
    • 0002949420 scopus 로고    scopus 로고
    • Writing from multiple documents: Argumentation strategies in novice and expert history students
    • En G. Rijlaarsdam; H. van den Bergh y M. Couzijn (Eds.), Amsterdam: Amsterdam University Press
    • Rouet, J.F., Favart, M., Gaonac'h, D. y Lacroix, N. (1996): Writing from multiple documents: Argumentation strategies in novice and expert history students En G. Rijlaarsdam; H. van den Bergh y M. Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 44-60) Amsterdam: Amsterdam University Press.
    • (1996) Theories, Models and Methodology in Writing Research , pp. 44-60
    • Rouet, J.F.1    Favart, M.2    Gaonac'h, D.3    Lacroix, N.4
  • 29
    • 0035512145 scopus 로고    scopus 로고
    • The Decade 1989-1998 in Spanish psychology: An analysis of research in development and educational psychology
    • Sánchez, E. y García, J.N. (2001). The Decade 1989-1998 in Spanish Psychology: An Analysis of Research in Development and Educational Psychology. The Spanish Journal of Psychology, 4, 182-202.
    • (2001) The Spanish Journal of Psychology , vol.4 , pp. 182-202
    • Sánchez, E.1    García, J.N.2
  • 31
    • 0013334010 scopus 로고    scopus 로고
    • Is writing expertise like other kinds of expertise?
    • En G. Rijlaarsdam; H. van den Bergh y M. Couzijn (Eds.), Amsterdam: Amsterdam University Press
    • Torrance, M. (1996). Is writing expertise like other kinds of expertise? En G. Rijlaarsdam; H. van den Bergh y M. Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 3-9) Amsterdam: Amsterdam University Press.
    • (1996) Theories, Models and Methodology in Writing Research , pp. 3-9
    • Torrance, M.1
  • 34
    • 0001231994 scopus 로고    scopus 로고
    • Variables cognitivo-motivacionales, enfoques de aprendizaje y rendimiento académico
    • Valle, A., González, R., Núñez, J.C. y González-Pienda, J.A. (1998). Variables cognitivo-motivacionales, enfoques de aprendizaje y rendimiento académico. Psicothema, 10(2), 393-412
    • (1998) Psicothema , vol.10 , Issue.2 , pp. 393-412
    • Valle, A.1    González, R.2    Núñez, J.C.3    González-Pienda, J.A.4
  • 36
    • 0000033724 scopus 로고    scopus 로고
    • Reflections on current attainments and future directions in writing intervention research in learning disabilities
    • Wong, B.Y.L. (1998). Reflections on Current Attainments and Future Directions in Writing Intervention Research in Learning Disabilities. Advances in Learning and Behavioural Disabilities, 12, 127-149.
    • (1998) Advances in Learning and Behavioural Disabilities , vol.12 , pp. 127-149
    • Wong, B.Y.L.1
  • 37
    • 0000581332 scopus 로고    scopus 로고
    • Metacognition in writing
    • In C. Gallimore, D. Bernheimer, D. MacMillan, D. Speece y S. Vaughn (Eds.). Marhwah, NJ: Erlbaum
    • Wong, B.Y.L. (1999). Metacognition in writing. In C. Gallimore, D. Bernheimer, D. MacMillan, D. Speece y S. Vaughn (Eds.), Developmental perspectives on children with high incidence disabilities (pp. 183-198). Marhwah, NJ: Erlbaum.
    • (1999) Developmental Perspectives on Children with High Incidence Disabilities , pp. 183-198
    • Wong, B.Y.L.1
  • 38
    • 0030093964 scopus 로고    scopus 로고
    • Teaching students with learning disabilities and low achievers to plan, write and revise opinion essays
    • Wong, B.Y.L., Butler, D.U. Ficzere, S.A. y Kuperis, S. (1996). Teaching Students with Learning Disabilities and Low Achievers to Plan, Write and Revise Opinion Essays. Journal of Learning Disabilities, 29(2), 197-212.
    • (1996) Journal of Learning Disabilities , vol.29 , Issue.2 , pp. 197-212
    • Wong, B.Y.L.1    Butler, D.U.2    Ficzere, S.A.3    Kuperis, S.4
  • 39
    • 0001853319 scopus 로고    scopus 로고
    • Teaching adolescents with learning disabilities and low achievers to plan, write and revise contrast essays
    • Wong, B.Y.L., Butler, D.L., Ficzere, S.A. y Kuperis, S. (1997): Teaching Adolescents with Learning Disabilities and Low Achievers to Plan, Write and Revise Contrast Essays. Learning Disabilities Research and Practice, 12(1), 2-15.
    • (1997) Learning Disabilities Research and Practice , vol.12 , Issue.1 , pp. 2-15
    • Wong, B.Y.L.1    Butler, D.L.2    Ficzere, S.A.3    Kuperis, S.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.