Analysing written composition performance and its difficulties in Secondary Education;Análisis del rendimiento en composición escrita y sus dificultades en Educación Secundaria

Infancia y Aprendizaje

Volumn 29, Issue 3, 2006, Pages 315-326

  González, Ma José ^a   Martín, Isaías ^a  

^a UNIVERSITY OF MÁLAGA   (Spain)

Author keywords

Difficulties in written composition; Secondary Education; Written composition

Indexed keywords

EID: 35348953760     PISSN: 02103702     EISSN: 15784126     Source Type: Journal    
DOI: 10.1174/021037006778147926     Document Type: Article

References (31)

1. BATEMAN, B. D. (1965). An educator's view of a diagnostic approach to learning disorders. En J. Hellmuth (Ed.), Learning disorder (Vol 1, pp. 219-239). Seattle, WA: Special child Publications.
2. BERNINGER, V. W. (1999). Coordinating transcription and text generation in working memory during composing: automatic and constructive process. Learning Disabilities Quarterly, 22 (2), 99-112.
3. BERNINGER, V. W. & HART T. M. (1993). From research to clinical assessment of reading and writing disorders: The unit of analysis problem. En R. M. Joshi & C. K. Leong (Eds.), Reading Disabilities: Diagnosis and Component Process (pp. 33-61). Dordrecht: Kluwer.
4. CUETOS, F. (1991). Psicología de la Escritura: Diagnostico y tratamiento de los trastornos de escritura. Madrid: Escuela Española.
5. FAVART, M. & PASSERAULT, J. M. (1996). Funcionality of cohesion devices in the management of local and global coherence. Two studies in children's written production of narratives. En G. Rijlaarsdam, H. van den Bergh & M. Couzijn (Eds.), Theories, Models and Methodology in writing research (pp. 354-365). Amsterdam: Amsterdam University Press.
6. GALBRAITH, D. & TORRANCE, M. (1999). Conceptual processes in writing: From problem solving to text production. En M. Torrance & D. Galbraith (Eds.), Knowing what to write. Conceptual processes in text production (pp. 1-12). Amsterdam: Amsterdam University Press.
7. GARCÍA, J. N. (1999). Los procesos de planificación de la escritura en alumnos con y sin dificultades de aprendizaje. Valladolid: CEC de la JCyL y FSE.
8. GARCÍA, J. N. (2000). El marco teórico de la escritura como construcción de significado. En J. N. García (Coord.), De la Psicología de la instrucción a las necesidades curriculares (pp. 241-260). Barcelona: Oikos-Taus.
9. GARCÍA, J. N. (2001). Dificultades de aprendizaje e intervención psicopedagógica. Barcelona: Ariel.
10. GARCÍA, J. N. & ARIAS- GUNDÍN, O. (2004). Intervención en estrategias de revisión del mensaje escrito. Psicothema, 16, 2, 194-202.
11. GARCÍA, J. N. & FIDALGO, R. (2003). Cambios en la metacognición de los procesos psicológicos de la escritura en estudiantes de 3° EP a 3 ESO. Revista de Psicología General y Aplicada, 56 (2), 239-251.
12. GARCÍA, J. N. & MARBÁN, J. M. (2002). Instrucción estratégica en la composición escrita. Barcelona: Ariel.
13. GARCÍA, J. N. & 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 (1), 97-113.
14. GRAHAM, S. (1999). The role of the text production skills in writing development. Learning Disabilities Quarterly, 22 (2), 75-77.
15. GRAHAM, S. & 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.
16. GRAHAM, S. & HARRIS, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35 (1), 3-12.
17. HAYES, J. R. (1996). A new framework for understanding cognition and affect in writing. En C. M. Levy & S. Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications (pp. 1-27). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
18. HAYES, J. R. & FLOWER, L. (1980). Identifying the organitation of writting processes. En L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writting (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates.
19. HAYES, J. R. & NASCH, J. G. (1996). On the narure of planning in writing. En C. M. Levy & S. Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications (pp. 29-5 5). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
20. KAVALE, K. & FORNESS, S. (1984). The science of learning disabilities. San Diego, CA: College Hill, Press.
21. KELLOGG, R. T. (1994). The psychology of writing. Nueva York: Oxford University Press.
22. LECUONA, M. P. (1999). Pensar para escribir: un programa de enseñanza para la composición escrita. Madrid: CIDE.
23. MARTÍN, I. (2002). Lenguaje escrito, Motivación y Rendimiento Académico: análisis evolutivo e implicaciones educativas. Memoria de Licenciatura. Málaga: Universidad de Málaga.
24. MCCUTCHEN, D. (1996). A capacity theory of writing: Working memory in composition. Educational Psychology Review, 8, 299-325.
25. PICHOT, P., LOPEZ-IBOR, J. J. & VALDÉS, M. (1995). DSM-IV Breviario. Criterios_diagnó sticos. Barcelona: Masson.
26. SCARDAMALIA, M. & BEREITER, C. (1992). Dos modelos explicativos de los procesos de composición escrita. Infancia y Aprendizaje, 58, 43-64.
27. SHARPLES, M. (1996). An account of writing as creative design. En C. M. Levy & S. Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications (pp. 127-148). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
28. TINDAL, G., MARSTON, D. & DENO, S. (1986). The reliability of direct and repeated measures. Minneapolis: University of Minnesota, Institute for Research on Learning Disabilities.
29. TOPPING, K., VALTIN, R., ROLLER, C., BROZO, W. & DIONISIO, M. L. (2003). Policy and practice implications of the Program for International Student Assessment (PISA) 2000. Repott of the International Reading Associations PISA Task Force. Newark, DE: International Reading Association.
30. WONG, B. Y. L. (1998). Reflections on current attainments and future directions in writing intervention research in learning disabilities. Advances in Learning and Behavioral Disabilities, 12, 127-149.
31. WONG, B. Y. L. (1999). Metacognitive in writing. En C. Gallimore, D. Bernheimer, D. MacMillan, D. Spence & S. Vaughn (Eds.), Developmental perspectives on children with high incidence disabilities (pp. 183-198). Martwah, NJ: Erlbaum.