Tesis doctorales: TESEO

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Ministerio de Universidades - Gobierno de España

Título: ADQUISICIÓN DE LA COMPETENCIA ESCRITA AL INICIO DE LA EDUCACIÓN OBLIGATORIA: INSTRUCCIÓN ESTRATÉGICA Y MODELO DE RESPUESTA A LA INTERVENCIÓN
Autor: Arrimada García, María
Universidad: Universidad de León
Departamento: Psicología, sociología y filosofía
Fecha de Lectura: 08/05/2020
Mención Europeo / Mención Internacional: Concedido
Programa de doctorado: Programa de Doctorado en Psicología Educativa y Ciencias de la Educación por la Universidad de León
Dirección:
- FIDALGO REDONDO, RAQUEL (DIRECTOR)
- Torrance, Mark (CODIRECTOR)
Tribunal:
- RODRÍGUEZ PÉREZ, CELESTINO (PRESIDENTE)
- ARIAS GUNDÍN, OLGA (SECRETARIO)
- Limpo, Teresa (VOCAL)
Descriptores:
- PROBLEMAS DE APRENDIZAJE
- PROCESOS COGNITIVOS
- METODOS EDUCATIVOS
- PSICOLOGIA ESCOLAR
Localización: BIBLIOTECA UNIVERSITARIA DE SAN ISIDORO

483990_1250026.pdf

Marcador: https://www.educacion.gob.es/teseo/mostrarRef.do?ref=1875039Añadir a favoritos.
Resumen:
Mastery of writing competence constitutes an essential requirement of compulsory education, given the key role of writing in and outside the academic field. However, a significant percentage of students find difficulties in its acquisition due to the cognitive complexity entailed by the writing process. The present doctoral dissertation aims to promote a proper acquisition of writing competence from the very beginning of compulsory education through an innovative approach based on two key aspects: instruction on high-level cognitive processes of writing in early educational stages; and prevention of learning disabilities in writing through the implementation of the Response to Intervention model (RTI). This overall aim becomes more specific in four studies, three of them of empirical nature and the fourth one a review. The first empirical study explores the efficacy of strategy-focused planning instruction before students have automatized transcription skills. This study comprised a sample of first-grade students who received an instructional program focused on text-planning, compared to a control condition. Overall text quality was measured at pretest, posttest and follow-up. The subsequent three studies offer a theoretical and practical framework for the effective implementation of the RTI model in the teaching of written composition. At a theoretical level, the review study presents an analysis of the assessment measures and effective instructional practices that can be applied within the RTI model. At an applied level, the last two empirical studies explore the efficacy of a two-tiered RTI model for the teaching of written composition at the start of compulsory education. These two studies comprised samples of students in first and second grade who received instructional programs focused both on planning and transcription skills, in the first two tiers of the RTI model. Tier 1 was delivered by regular teachers, while students¿ parents participated in the implementation of Tier 2. We assessed transcription skills, overall text quality in narrative writing and non-verbal ability through pretest, posttest, follow-up and progress monitoring measures. Parents and teachers perceptions on the RTI program implemented were also evaluated. In view of the results, it is possible to conclude that instruction on high-level writing processes benefits students¿ writing performance even when transcription skills have not been automatized yet. We also provide preliminary results on the effectiveness of a multi-tiered intervention based on the first two tiers of the RTI model to improve students¿ writing performance and, thereby, to prevent future writing difficulties. Additionally, our results indicate good buy-in of the model from both parents and teachers. Therefore, we suggest that the RTI model can be feasibly and effectively implemented in the context of writing instruction at the beginning of compulsory education. From a scientific perspective, our research contributes to define the nature of writing instruction at the very beginning of compulsory education, emphasizing the need to provide combined instruction in low and high-level processes and to frame this instruction within the RTI principles. From an educational perspective, it provides educators with an overall framework and explicit instructional guidelines to promote a proper acquisition of writing competence from early educational stages and prevent learning disabilities in writing. On the basis of these conclusions and contributions, we discuss limitations of our research and suggest future research lines on the field of early writing instruction.

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