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Vol. 24 No. 2 (2025)
Published:
2025-02-06
Psychometric validation of a reading comprehension and metacognitive awareness test in university students
Anibal Puente, Antonio P. Gutiérrez-de-Blume, Juan Calderon, Luis Rojas
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Validation of the adolescent Reading Motivation and Preferences Scale
Sara Nicolau-Ramos, Juana-Rosa Suárez-Robaina, Juan-Carlos Martín-Quintana
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Teaching Phonological Awareness in the Classroom to Support Reading Acquisition: A Systematic Review
Durley-Ruth Amaya-Medina, Daniela Gonzalez-Fernández, Juan-Felipe Flores-González , Daniela Iturra-Osorio
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Identifying opportunities to improve reading comprehension levels: factors and didactic proposals
Inmaculada Mena-Bernal, Beatriz Hoster
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Reading, Socioemotional Development, and Inclusion in Adults with Disabilities
Cristina Borau-Viu, Cecilia Latorre-Cosculluela, Mireya Mallén-Berdejo
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Training of literary and critical readers as an institutional challenge. School etnography in vulnerabilty contexts
Óscar Araya-Maldonado, Cristina Del-Moral-Barrigüete
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Evolution of pauses during reading in schoolchildren with different reading comprehension trajectories
Beatriz Arancibia-Gutiérrez, Hernán León-Valdés, Inger Vásquez-Venegas
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Prelectocat. Catalan screening tool for early detection of reading difficulties in childhood
Anna López-Sala, Mari Aguilera, Nadia Ahufinger, Cristina Martínez-García, Roser Colomé-Roura, Ismael Perálvarez, Sol Balsells, Daniel Cuadras, Llorenç Andreu
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Working with illustrated albums in early childhood education and educating in values
Raquel Gutiérrez-García, Carmen Álvarez-Álvarez
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The early reception of Pequeñeces: putting into practice a hermeneutic tropology
Álvaro Ceballos-Viro
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