Teaching GuideTerm
Faculty of Educational Studies
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Mestrado Interuniversitario en Estudos Avanzados sobre a Linguaxe, a Comunicación e as súas Patoloxías (plan 2015)
 Subjects
  Intervention on the Reading and Writing Disorders and Contributions ICT
   Sources of information
Basic

Amante, L. (2004). Explorando as novas tecnologias em contexto de educação pré-escolar: A actividade escrita. / exploring new technologies in the preschool educational context: Writing activities.Análise Psicológica, 22(1), 139-154.

Barreto, M. (2012). Efectos de un programa de reconocimiento de voz en la adquisición de la escritura: Una experiencia con niños entre 4 y 6 años. Tesis doctoral inédita.Universidad de Antioquia: Medellín (Colombia)

Beaucousin, V., Lacheret, A., Turbelin, M. -., Morel, M., Mazoyer, B., y Tzourio-Mazoyer, N. (2007). FMRI study of emotional speech comprehension.Cerebral Cortex, 17(2), 339-352.

Bereiter, C. y Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum Associates.

Chapelle, C. A., y Douglas, D. (2006). Assessing language through computer technology. New York, NY, US: Cambridge University Press.

Coll, C. y Monereo, C. (2008). Psicología de la Educación Virtual. Barcelona: Morata.

Dupont, V., y Bestgen, Y. (2006). Learning from technical documents: The role of intermodal referring expressions.Human Factors, 48(2), 257-264.

Fernández Amado, Mª L. (2006). Los métodos de enseñanza de la lectoescritura y un procedimiento para su articulación. Tesis doctoral no publicada. Universidad de A Coruña, Facultad de CC de la Educación.

Gough, P.; Ehri, L. y Treiman, R. (1992). Reading acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates.

Hartley, J. (2007). Longitudinal studies of the effects of new technologies on writing: Two case studies. New York, NY, US: Elsevier Science.

Henao Alvarez, O., Ramirez Salazar, D. A., y Medina Medina, M. (2004). Increasing the reading capacity of the deaf using new technologies. [Potenciando la capacidad lectora de los sordos con el apoyo de nuevas tecnologias] Lectura y Vida, 25(4), 18-25.

Hyerle, D., Curtis, S., y Alper, L. (2004). Student successes with thinking maps: School-based research, results, and models for achievement using visual tools. Thousand Oaks, CA, US: Corwin Press.

Irausquin, R. S., Drent, J., y Verhoeven, L. (2005). Benefits of computer-presented speed training for poor readers.Annals of Dyslexia, 55(2), 246-265.

Jiménez, J. E., Hernández-Valle, I., Ramírez, G., del Rosario Ortiz, M., Rodrigo, M., Estévez, A., et al. (2007). Computer speech-based remediation for reading disabilities: The size of spelling-to-sound unit in a transparent orthography.The Spanish Journal of Psychology, 10(1), 52-67.

Jiménez, J. y Artiles, C. (1991).Cómo prevenir y corregir las dificultades de aprendizaje de la lecto-escritura. Madrid: Síntesis.

Jiménez, J. y Ortiz, R. (1995). Conciencia fonológica y aprendizaje de la lectura. Madrid: Síntesis.

Klingner, J. K., Vaughn, S., y Boardman, A. (. (2007). Teaching reading comprehension to students with learning difficulties. New York, NY, US: Guilford Press.

Korat, O., y Shamir, A. (2007). Electronic books versus adult readers: Effects on children's emergent literacy as a function of social class.Journal of Computer Assisted Learning, 23(3), 248-259.

Korat, O., y Shamir, A. (2008). The educational electronic book as a tool for supporting children's emergent literacy in low versus middle SES groups.Computers y Education, 50(1), 110-124.

Levy, M., y Stockwell, G. (2006). Call dimensions: Options and issues in computer-assisted language learning. Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

LoPresti, E. F., Mihailidis, A., y Kirsch, N. (2004). Assistive technology for cognitive rehabilitation: State of the art.Neuropsychological Rehabilitation, 14(1-2), 5-39.

MacArthur, C. A. (2006). The effects of new technologies on writing and writing processes.New York, NY, US: Guilford Press.

MacArthur, C. A., Ferretti, R. P., Okolo, C. M., y Cavalier, A. R. (2001). Technology applications for students with literacy problems: A critical review.The Elementary School Journal.Special Issue: Instructional Interventions for Students with Learning Disabilities, 101(3), 273-301.

Mertens, D. M., y McLaughlin, J. A. (2004). Research and evaluation methods in special education. Thousand Oaks, CA, US: Corwin Press.

Mostow, J., Aist, G., Burkhead, P., Corbett, A., Cuneo, A., Eitelman, S., et al. (2003). Evaluation of an automated reading tutor that listens: Comparison to human tutoring and classroom instruction.Journal of Educational Computing Research, 29(1), 61-117.

Nunes, T. y Bryant, P. (2009). Children´s reading and spelling: Beyond the first stops. Chichester: Wiley Blackwell.

O'Neil, H. F., y Perez, R. S. (Eds.). (2006). Web-based learning: Theory, research, and practice Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers.

Pardo-Vázquez, J. L., y Fernández-Rey, J. (2008). External validation of the computerized, group administrable adaptation of the "operation span task".Behavior Research Methods, 40(1), 46-54.

Pollatsek, A., Juhasz, B. J., Reichle, E. D., Machacek, D., y Rayner, K. (2008). Immediate and delayed effects of word frequency and word length on eye movements in reading: A reversed delayed effect of word length.Journal of Experimental Psychology: Human Perception and Performance, 34(3), 726-750.

Ray, R. D., y Belden, N. (2007). Teaching college level content and reading comprehension skills simultaneously via an artificially intelligent adaptive computerized instructional system.Psychological Record, 57(2), 201-218.

Reinking, D. (. (2005). Multimedia learning of reading. New York, NY, US: CambridgeUniversity Press.

Ruiz, M. (2009). Evaluación de la lengua escrita y dependencia de lo literal. Barcelona: Grao.

Sands, W. A., Waters, B. K., y McBride, J. R. (Eds.). (1997). Computerized adaptive testing: From inquiry to operation Washington, DC, US: American Psychological Association.

Snow, C. E., Griffin, P., y Burns, M. S. (Eds.). (2005). Knowledge to support the teaching of reading: Preparing teachers for a changing world San Francisco, CA, US: Jossey-Bass.

Steuer, F. B., y Hustedt, J. T. (2002). TV or no TV? A primer on the psychology of television.Lanham, MD, US: University Press of America.

Taffe, S. W., y Gwinn, C. B. (2007). Integrating literacy and technology: Effective practice for grades K-6. New York, NY, US: Guilford Press.

Vieiro, P. (2007). Psicopedagogía de la escritura. Madrid: Pirámide

Vieiro, P. y Gómez, I. (2004). Psicología de la lectura. Madrid: Pearson.

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