Autores: de León, S.C., Jiménez, J.E., Gutierrez, N., & Hernández-Cabrera, J.A. (2021). Titulo: Assessing the Efficacy of Tier 2 Mathematics Intervention for Spanish Primary School Students Ref./ Revista: Early Childhood Research Quarterly, 56(281):293 DOI: 10.1016/j.ecresq.2021.04.00
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Autores: Jiménez, J.E., de León, S.C., & Gutierrez, N. (2021) Titulo: Piloting the Response to Intervention Model in the Canary Islands: Prevention of Reading and Math Learning Disabilities Ref./Revista: The Spanish Journal of Psychology, 24(e30):1-23 DOI: 10.1017/SJP.2021.25
Autores: Jiménez, J.E., Gutierrez, N., & de León, S.C. (2021) Titulo: Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students Ref./Revista: Annals of Dyslexia, 71(1):28-49 DOI: 10.1007/s11881-021-00221-5
Autores:de León, S.C., Jiménez, J.E., García, E., & Gutierrez, N. (2021) Titulo: Identification of Spanish third graders at risk of math problems: Usefulness of number sense based screening measures Ref./Revista: Psychology in the Schools, 58:1416-1431, DOI: 10.1002/pits.22525
Autores: Gil, V., de León, S.C., & Jiménez, J.E. (2021) Titulo: Universal Screening for Writing Risk in Spanish Speaking First Graders Ref./Revista: Reading and Writing Quarterly 37(2):117-135 DOI: 10.1080/10573569.2020.1733451 CLAVE: A.
Autores: Soane, R., & Jiménez, J.E. (2021). Titulo: Comparación de la satisfación de futuros maestros/as en las modalidades formativas en línea y mixta a través del programa web Trazo Ref./Revista: Qurriculum, 34, 9:22, DOI: https://doi.org/10.25145/j.qurricul.2021.34.01 CLAVE: A.
Autores: Seoane, R., Jiménez, J.E., & Gutierrez, N. (2021). Titulo: Web-based Training Program for Writing Instruction: Preservice Teachers’ Beliefs Profiles and Their Satisfaction Ref./Revista: Psicothema, 33(4): 571-578, doi: 10.7334/psicothema2021.19
Autores: Seoane, R., & Jiménez, J.E. (2022). Titulo: Effectiveness of online and blended delivery methods on preservice teachers’ knowledge and beliefs for writing instruction Ref./Revista: Journal of Education for Teaching: International Research and Pedagogy, 48(2):178-196 DOI: 10.1080/02607476.2021.1963191
Confirmatory factor analysis of the indicators of basic early math skills
Autores: de León, S.C., Jiménez, J.E., & Hernández-Cabrera, J.A. (2022) Título: Confirmatory factor analysis of the indicators of basic early math skills. Ref Revista: Current psychology 41, 585–596 DOI: 10.1007/s12144-019-00596-0 CLAVE: A.
Autores: Rodriguez, C., Jiménez, J.E., de León, S.C., & Marco, I.(2021) Título: Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA). Ref Revista: Journal of Visualized Experiments. (174), e62288, https://doi:10.3791/62288. CLAVE: A.
Autores: Rodriguez, C., Jiménez, J.E., de León, S.C., & Marco, I.(2021) Título: Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics (BM-PROMA). Ref Revista: Journal of Visualized Experiments. (174), e62288, https://doi:10.3791/62288. CLAVE: A.
Autores: de León, S.C., Jiménez, J.E., & Hernández-Cabrera, J.A. (2020). Titulo: Confirmatory factor analysis of the indicators of basic early math skills Ref./Revista: Current Psychology 41(4), DOI: 10.1007/s12144-019-00596-0
An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children.
Autores: Jiménez, J.E., García, E., Naranjo, F., Hernández-Cabrera, J.A., & de León, S.C. (2020). Título: An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children. En Alves, R.A., Limpo, T., & Joshi, R.M. (Eds.). Reading-Writing Connections: Towards Integrative Literacy Science (pp. 35-53). Publisher: Springer. ISBN: 978-3-030-38810-2 doi: https://doi.org/10.1007/978-3-030-38811-9_3 CLAVE: CL.
An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children
Autores: Jiménez, J.E., García, E., Naranjo, F., Hernández-Cabrera, J.A., & de León, S.C. (2020). Título: An Analysis and Comparison of Three Theoretical Models of the Reading-Writing Relationships in Spanish-Speaking Children. In Alves, R.A., Limpo, T., & Joshi, R.M. (Eds.). Reading-Writing Connections: Towards Integrative Literacy Science (pp. 35-53). Publisher: Springer. ISBN: 978-3-030-38810-2 doi: https://doi.org/10.1007/978-3-030-38811-9_3 CLAVE: CL.
Autores: Gil, V., de León, S.C., & Jiménez, J.E. (2020). Universal Screening for Writing Risk in Spanish-Speaking First Graders, Reading & Writing Quarterly, DOI: 10.1080/10573569.2020.1733451 CLAVE: A.
Autores: Gil, V., de León, S.C., & Jiménez, J.E. (2020). Universal Screening for Writing Risk in Spanish-Speaking First Graders, Reading & Writing Quarterly, DOI: 10.1080/10573569.2020.1733451 CLAVE: A.
Confirmatory factor analysis of the indicators of basic early math skills
Autores: de León, S.C., Jiménez, J.E., & Hernández-Cabrera, J.A. (2020) Título: Confirmatory factor analysis of the indicators of basic early math skills. Ref Revista: Current psychology (New Brunswick, N.J.) DOI: 10.1007/s12144-019-00596-0 CLAVE: A.
Universal Screening in Mathematics for Spanish Students in First Grade
Autores: de León, S.C., Jiménez, J.E., García, E., Gutiérrez, N., & Gil, V. (2020) Título: Universal Screening in Mathematics for Spanish Students in First Grade. Ref Revista: Learning Disability Quarterly DOI: 10.1177/0731948720903273 CLAVE: A.
Universal Screening in Mathematics for Spanish Students in First Grade
Autores: de León, S.C., Jiménez, J.E., García, E., Gutiérrez, N., & Gil, V. (2020) Título: Universal Screening in Mathematics for Spanish Students in First Grade. Ref Revista: Learning Disability Quarterly DOI: 10.1177/0731948720903273 CLAVE: A.
Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish
Autores: Gutiérrez, N., Jiménez, J.E., de León, S.C., & Seoane, R. (2020) Título: Assessing Foundational Reading Skills in Kindergarten: A Curriculum-Based Measurement in Spanish. Ref Revista: Journal of Learning Disabilities 53(2):145-159 CLAVE: A.