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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 16 of 16 1 Analyzing the role of fidelity of RTI Tier 2 reading intervention in Spanish kindergarten and first grade students [<Journal>] Jiménez, Juan E. [Verfasser]; Gutiérrez, Nuria [Verfasser]; León, Sara C. de [Verfasser] DNB Subject Category Language Show details 2 Teaching Reading: A Case Study Through Mixed Methods Suárez, Natalia; Jiménez, Juan E.; Sánchez, Carmen R. In: Front Psychol (2020) BASE Show details 3 Transcription skills and written composition in Spanish beginning writers: pen and keyboard modes [<Journal>] Jiménez, Juan E. [Verfasser]; Hernández-Cabrera, Juan A. [Verfasser] DNB Subject Category Language Show details 4 Is Reading Instruction Evidence-Based? Analyzing Teaching Practices Using T-Patterns Suárez, Natalia; Sánchez, Carmen R.; Jiménez, Juan E.. - : Frontiers Media S.A., 2018 BASE Show details 5 Propiedades psicométricas de la batería de evaluación de procesos cognitivos y de lectura en adultos con dislexia (BEDA) ; Psychometric properties of assessment battery of dyslexia in adults (BEDA) Díaz, Alicia; Jiménez, Juan E.; Mejía, Carolina. - : Asociación INFAD y Universidad de Extremadura, 2014 BASE Show details 6 Gender ratio and cognitive profiles in dyslexia: a cross-national study Rodríguez, Cristina; Cadena, Claudia García; O'Shanahan, Isabel... In: Reading and writing. - New York, NY : Springer Science+Business Media 24 (2011) 7, 729-747 BLLDB OLC Linguistik Show details 7 Prevalence and reliability of phonological, surface, and mixed profiles in dyslexia: A review of studies conducted in languages varying in orthographic depth Sprenger-Charolles, Liliane; Siegel, Linda S; Jimenez, Juan E.... In: Scientific Study of Reading ; https://hal.archives-ouvertes.fr/hal-00733553 ; Scientific Study of Reading, 2011, 15 (6), pp.498-521 (2011) BASE Show details 8 Are phonological processes the same or different in low literacy adults and children with or without reading disabilities? Jiménez, Juan E.; García, Eduardo; Venegas, Enrique In: Reading and writing. - New York, NY : Springer Science+Business Media 23 (2010) 1, 1-18 BLLDB Show details 9 Liliane Sprenger-Charolles, Pascale Colé, and Willy Serniclaes: Reading Acquisition and Developmental Dyslexia [Rezension] Jiménez, Juan E. In: The American journal of psychology. - Champaign, Ill. : University of Illinois Press 123 (2010) 2, 233-237 BLLDB Show details 10 Validez discriminante de la batería multimedia Sicole-R-Primaria para la evaluación de procesos cognitivos asociados a la dislexia Hernández-Valle, Isabel; Jiménez, Juan E.; Guzmán, Remedios; Muñetón, Mercedes; Rodríguez, Cristina; Ortiz, Rosario; Díaz, Alicia; García, Eduardo; Naranjo, Francisco; Estévez, Adelina; Rojas, Estefanía; Rodrigo, Mercedes In: Journal of Educational Research; Vol. 27 No. 1 (2009); 49-71 ; Revista de Investigación Educativa; Vol. 27 Núm. 1 (2009); 49-71 ; 1989-9106 ; 0212-4068 (2009) Abstract: The purpose of this study has been to analyze the discriminant validity of the Battery Multimedia Sicole-R-Primaria for the assessment of cognitive processes associated to dyslexia. The tool has a modular highly format, so that the assessment tasks are grouping into different modules that allow assessing processes of phonological awareness, speech perception, naming speed, syntactic processing, reading fluency, lexical decision, work memory, orthographic processing and morphological processing. A sample of dyslexics and normally achieving readers was selected from a population of 1.050 students of Primary Education (7-12 years) of public and private schools. The findings obtained demonstrate that, in general, the instrument discriminates against between dyslexics and normally achieving readers across different ages. At the beginning of elementary grades, it is the phonological and syntactic processing. Later, the speed in the recovery of phonological labels, lexical access and reading fluency, and finally is the orthographical processing and reading fluency that discriminates between both groups at the end of elementary grades. In sum, the educational implications are discussed and it is suggested that remediation could be more effective for dyslexic children if assessment instruments allow us to detect cognitive deficit that are experienced dyslexic children across compulsory schooling. ; El principal objetivo de este estudio ha sido analizar la validez discriminante de la Batería Multimedia Sicole-R-Primaria para la evaluación de procesos cognitivos asociados a la dislexia. La herramienta tiene un formato altamente modular, de forma que las tareas de evaluación se agrupan en diferentes módulos que permiten evaluar procesos de conciencia fonológica, percepción del habla, velocidad de nombrado, procesamiento sintáctico, fluidez lectora, acceso al léxico, memoria de trabajo, procesamiento ortográfico y procesamiento morfológico. Se seleccionó a una muestra de disléxicos y normolectores de una población de 1.050 alumnos de Educación Primaria (7-12 años) de colegios públicos y privados. Los hallazgos obtenidos demuestran que en los primeros cursos de Primaria son las habilidades de procesamiento fonológico y sintáctico las que discriminan entre disléxicos y normolectores, para luego dar paso a la velocidad en la recuperación de etiquetas fonológicas, rapidez en el acceso al léxico y fluidez en la lectura y, finalmente, en los últimos cursos de Primaria son el procesamiento ortográfico y la fluidez lectora los procesos que discriminan entre ambos grupos. Se discuten las implicaciones educativas de estos hallazgos y se sugiere que la respuesta educativa es más eficaz cuando los instrumentos de diagnóstico nos permiten detectar el tipo de dificultad cognitiva que los niños disléxicos experimentan durante los primeros años de la enseñanza obligatoria. Keyword: and working memory; computer-assisted assessment; conciencia fonológica; cross-sectional study; dislexia; dyslexia; evaluación asistida a través de ordenador; metodología transversal; naming speed; orthographic processing; percepción del habla; phonological awareness; procesamiento ortográfico; procesamiento sintáctico y memoria de trabajo; speech perception; syntactic processing; velocidad de nombrado URL: https://revistas.um.es/rie/article/view/94271 BASE Hide details 11 Validez discriminante de la batería multimedia Sicole-R-Primaria para la evaluación de procesos cognitivos asociados a la dislexia Rojas, Estefanía; Estévez, Adelina; Naranjo, Francisco. - 2009 BASE Show details 12 Efectos del videojuego Tradislexia en la conciencia fonológica y reconocimiento de palabras en niños disléxicos Jiménez, Juan E.; Rojas, Estefanía. - : Colegio Oficial de Psicólogos del Principado de Asturias, 2008 BASE Show details 13 The double-deficit hypothesis in Spanish developmental dyslexia Hernández-Valle, Isabel; Jiménez, Juan E.; Díaz, Alicia... In: Understanding the linguistic aspects of dyslexia. - New York, NY [u.a.] : Lippincott Williams & Wilkins (2008), 46-60 BLLDB OLC Linguistik Show details 14 Locus and nature of perceptual phonological deficit in Spanish children with reading disabilities Ortiz, Rosario; Jimenez, Juan E.; Garcia Miranda, Eduardo... In: Journal Of Learning Disabilities[ISSN 0022-2194],v. 40 (1), p. 80-92 (2007) BASE Show details 15 Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure? Hernández-Valle, Isabel; Jiménez, Juan E.; Estévez, Adelina... In: Applied psycholinguistics. - Cambridge [u.a.] : Cambridge Univ. Press 26 (2005) 2, 267-283 BLLDB OLC Linguistik Show details 16 The influence of code-oriented versus meaning-oriented approaches to reading instruction on word recognition in the Spanish language Jiménez, Juan E.; Guzmán, Remedios In: International journal of psychology. - Oxford : Wiley & Sons Ltd. 38 (2003) 2, 65-78 BLLDB Show details

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