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Lista de candidatos sometidos a examen:
1) skill (*)
(*) Términos presentes en el nuestro glosario de lingüística

1) Candidate: skill


Is in goldstandard

1
paper CL_LiteraturayLingüísticatxt189 - : There exists a direct relation with the premise that states reading as an active skill (Grellet, 1991:8) and as an active mental process (Goodman in Carrel, 1991:8 ) within which the reader is able to apply and develop different intellectual capacities such as, finding the main idea of a text, inferring, analyzing, drawing conclusions, distinguishing facts from non-facts, predicting, visualizing, among others.

2
paper CL_LiteraturayLingüísticatxt286 - : Although this work differs greatly from much of the LLS research in that it addresses the strategies used to develop one particular skill (L2 accent), many a commonality are found when compared to previous work: A good deal of 'extra work' is involved, wherein listening and memorisation stand out (LoCastro, 1994 ); ample use of metacognitive strategies, evidencing autonomy, as reported by Fleming et al. (1998); listening, imitation, and checking pronunciation are also present, as reported by Takeuchi (2003), which goes along the lines of what Ding (2007) presents: noticing form (paying attention in this work), memorisation and imitation.

3
paper CL_LiteraturayLingüísticatxt101 - : [30]John Dawkins writes that there should not be a right or wrong way of practicing grammar. "According to the handbooks there is a right-or-wrong approach. Such instruction is negative in that it tells students what not to do and how not to do it; better instruction _in any skill, I assume_ is going to tell students what to do and how to do it" ([31]1995:534 ). This right or wrong approach does not encourage students to study and improve their writing skills. This type of negative reinforcement may teach students how to use grammar rules, but it will not promote exploration of grammar and writing.

4
paper CO_ColombianAppliedLinguisticsJournaltxt54 - : * Skill development in English: A Motivation to Enroll in the Modern Languages Program

5
paper CO_ColombianAppliedLinguisticsJournaltxt187 - : Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT education program in Chile

6
paper CO_ColombianAppliedLinguisticsJournaltxt4 - : In most in-service programmes, writing commences late in the project and has the function of reporting on it. Writing early in the life of a project can make teachers see the task as a progressive activity rather than a tiring duty that brings stress when the final report has to be submitted. This way, the writing process becomes "useful for building the skill of critical reflection" (Christensen and Atweh: 1998, pp . 330).

7
paper CO_ColombianAppliedLinguisticsJournaltxt88 - : With regard to the findings, the students' most frequently used oral presentation skill behind their verbal and non-verbal strategies was accurate fact reporting. In all the implemented CLSI students had to report information accurately, separating facts from opinions, and only in the most complex structures around low consensus questions or tasks involving problem solving thinking skills, such as Numbered heads Together, Jigsaw, and Multi-Step Group, did they have to support their ideas with arguments. It could be observed that the three principal oral presentation skills used by the students in structured cooperative group work were interrelated and complemented each other to achieve the speakers' final goal of making themselves understood . This was especially true in CL activities involving complex CLSI, and the students' successful task development is another sign of improvement in oral communication.

8
paper CO_ColombianAppliedLinguisticsJournaltxt219 - : Items were grouped by skills on the teachers' questionnaire: 1-7 grammar ; 8-20 listening; 21- 38 speaking; 39-46 reading; 47-52 writing; 53-56 vocabulary; 57-62 other activities. This approach was used in order for teachers to focus attention on the skill under study and could provide a clear answer of the activity asked. The questionnaire administered to teachers explored the frequency with which teachers used these activities in the classroom by means of the statement "I have my students…" followed by the activity. The students' questionnaire included the same activities as the teachers' questionnaire. It included the statement "In the English classroom, I like…" A Likert scale measured their answers ranging from always (6) to never done (1). The student questionnaire was translated into Spanish (see Appendix 1) in order for students to fully understand the description of each of the items.

9
paper CO_ColombianAppliedLinguisticsJournaltxt272 - : Teachers looked for readings connected to the learners’ English skill level (See [53]Table 1). They found a website named dreamreader.net. This site offers distinct types of readings -from general to academic texts- that are categorised based on English skill levels: beginner, intermediate or advanced . After exploring the site and taking into account all the other relevant factors, the teachers selected the following readings for the pedagogical intervention.

10
paper CO_ColombianAppliedLinguisticsJournaltxt113 - : the practice of introducing the foreign language at a very early age. Bilingual education has convinced teachers and parents that it is necessary to start early, and the arguments against the necessity to do this are, unfortunately, not widely known (Marinova-Todd, Marshall, & Snow, 2000). Therefore, we decided to implement a curriculum that would ensure the development of Spanish to high skill levels and would connect this development to the learning of English following two rules: developments in Spanish came before anything was done in English and reading and writing in English were not introduced before third grade . At the same time, we decided to trust the ability of the children to learn anything they were interested and able to participate in.

11
paper CO_ColombianAppliedLinguisticsJournaltxt234 - : We categorized EFL oral skill behavior in the following way: the first category was pronunciation and intonation patters . Aspects such as asking for pronunciation, spelling a word to model pronunciation, and asking for clarification in terms of pronunciation were evident among the face-to-face and virtual interactions. These features are part of the strategies that ^[69]Brown (2007) presents which learners used in order to succeed in a speaking task. Body language emerged as a strategy learners use to convey meaning when facing conversations in the L2 (Brown, 2007). Additionally, use of vocabulary was evident in the oral interactions when participants asked for new vocabulary or word construction, and they used that new vocabulary in a speaking task. In this sense, creativity of the speakers was fundamental to carry out conversational negotiation (Brown, 2007). Therefore, during the interventions, participants tended to provide information using known or new chunks of language. This could

12
paper CO_ColombianAppliedLinguisticsJournaltxt301 - : Salas, M. (2015). Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT education program in Chile . Colombian Applied Linguistics Journal, 17(2), 260-275. [205]https://doi.org/10.14483/udistrital.jour.calj.2015.2.a06 [ [206]Links ]

13
paper CO_ColombianAppliedLinguisticsJournaltxt259 - : In agreement with ^[78]Hyland (2013), this is a systemic problem, in that literacy has been traditionally seen as embedded in the beliefs and practices of individual disciplines, instead of being conceived as a generic skill that students have failed to develop at school. Therefore, this helps explain the difficulties both students and academics have in controlling the conventions of target disciplinary discourses. Specifically, and concerning their proficiency in the foreign language, participants reported having difficulties in their performance in academic writing, limitations in vocabulary, and pronunciation issues. In their view, these problems are mainly related to their lack of autonomous learning skills and continual professional development, as one participant claimed: “I realize that I need to improve my reading, my listening, my speaking and my writing, so I need to study a course to review some concepts in order to learn in a better way .” (P05). Therefore, in the light of such

14
paper CO_ColombianAppliedLinguisticsJournaltxt7 - : became a daily routine for us. By doing so, we were able to overcome our fear of writing and of being read by others. By listening to the feedback given to our peers and by incorporating their observations to our writings, we definitely felt that we improved greatly in our writing skill, as stated by one of the teacher researchers involved in the project:

15
paper CO_ColombianAppliedLinguisticsJournaltxt107 - : This research project aims at identifying and analyzing different identities students construct as learners of a foreign language when interacting within an EFL classroom, and how this identity construction might have possible effects on students' language learning process. This study, which was carried out with undergraduate students from a private university in Bogotá, was the product of permanent observation to the development of students language learning process (specially speaking skill) and how the implicit or explicit student-teacher interaction might constitute an important element to this development, relies under the principles of CCDA (Critical Classroom Discourse Analysis ). The idea of implementing this research methodology has to do with the need of looking beyond fixed categorizations and rather listen to how learners negotiate different identities as they employ diverse cultural and linguistic resources to construct knowledge in classrooms. Throughout the process of data

16
paper CO_ColombianAppliedLinguisticsJournaltxt111 - : The three positionings corresponding to each skill mentioned above were labeled as: Knowledgeable Learner in English, Consensus Builder, and Task Initiator .

17
paper CO_ColombianAppliedLinguisticsJournaltxt269 - : Language skills: Speaking, listening, reading and writing: These traditional skills are identified with specific icons in the textbook . A microphone represents speaking skills, earphones represent listening skills, a book represents reading skills and a pencil represents writing skills. These activities may involve using a skill in isolation, or in combination with another. In such cases, two icons are used.

18
paper CO_ColombianAppliedLinguisticsJournaltxt194 - : In addition to the content area of integrating the four skills and teaching grammar that were addressed in 75% of the university methodology course syllabi, all syllabi listed varying categories of skill development: developing reading skills (38% ), developing listening skills (31%), developing pronunciation (31%), developing speaking skills (25%), and developing writing (19%). Some syllabi separated skills by receptive and productive (44% of universities).

19
paper CO_ColombianAppliedLinguisticsJournaltxt185 - : The interviews also confirm that students valued the opportunity to enhance the creating skill:

20
paper CO_Lenguajetxt44 - : Another element of self-evaluation was the questions from the survey that asked teachers about their self-perception regarding the language skills; reading was the leading skill: 109 teachers (57 from the public sector and 52 from the private one ) rated this skill as high. In the same line, a large number of teachers- 98- rated their listening comprehension as high (48 public/50 private). These results go in line with the ease most language users experience with receptive skills, as opposed to the increased level of difficulty experienced with productive skills. Many teachers rated their use of speaking and writing as high, but the numbers are lower than those for the two receptive skills (89 for writing and 81 for speaking). The rating in writing was very similar in both sectors (44/45), but most teachers from the private sector selected 'high' when rating their speaking skills (46, against 35 from the public sector).

21
paper CO_Lenguajetxt145 - : En educación, destaca el libro Learning by Listening (^[89]Plut-Pregelj, 1990, reeditado en ^[90]2012 como Listening: a way of life and a source of knowledge) que trajo la incorporación de la escucha a los currículos eslovenos para primaria y secundaria^[91]^4. El análisis de este impacto fue realizado por ^[92]Turk (2015) en The actual and desired impact of Leopoldina Plut Pregelj's monographs on listening skills in Slovenian schools. En la misma línea de la escucha reflexiva como habilidad está el trabajo de ^[93]Butler (2016)The probability evaluation game: an instrument to highlight the skill of reflexive listening, en educación superior para la formación de contadores, cuestión que llama la atención, pues no es un área en que comúnmente se investigue sobre lenguaje . La exploración se hace a través de la participación de los estudiantes en un juego de probabilidades que exige y promueve la escucha.

22
paper corpusLogostxt69 - : In the context of this investigation, in the public educational Chilean system, the writing skill is promoted through written tasks of a communicative nature, which is part of Planes y Programas of the Ministry of Education in Chile (2005). The nature of the written tasks aims at being communicative, that is to pay more attention to the dialogic process of writing rather than producing something to obtain a result. Concerning the work and development of writing, the tasks that students have to do are not generally oriented to real audiences. According to ^[28]Hyland (2010) “many pedagogical tasks aim to promote discrete skills” (p. 113), like improving punctuation or grammatical forms. Instead Hyland proposes that learners should acquire skills in the following aspects of writing knowledge: content, system (appropriate language ), process of writing, genre and context (audience awareness). Out of the teacher researcher experience, it can be stated that some teachers of public high schools

23
paper corpusSignostxt481 - : Although OP demands a lot of skill from presenters, as mentioned previously, only some of the skills were involved in this study. OP was designed as an instructional activity to help the students achieve seven objectives, all relating to students’ ability to perform certain functions in English in specific communicative contexts. Before the participants made their first OPs at the beginning of the semester, they attended an orientation class to make sure that they had a clear understanding of what each objective meant. Those objectives were concerned with seven OP skills:

Evaluando al candidato skill:


3) teachers: 14
4) listening: 13 (*)
5) speaking: 11 (*)
9) reading: 8 (*)
10) pronunciation: 7 (*)
11) developing: 7
12) learners: 6 (*)
16) oral: 5 (*)
18) learning: 5
19) tasks: 5 (*)
20) vocabulary: 5 (*)

skill
Lengua: eng
Frec: 401
Docs: 222
Nombre propio: 1 / 401 = 0%
Coocurrencias con glosario: 8
Puntaje: 8.771 = (8 + (1+6.44294349584873) / (1+8.65105169117893)));
Rechazado: muy disperso;

Referencias bibliográficas encontradas sobre cada término

(Que existan referencias dedicadas a un término es también indicio de terminologicidad.)
skill
: ------; & Hart, L. (2001). The lexical bases of comprehension skill. En D. Gorfiend (Ed.), On consequences of meaning selection (pp. 67-96). Washington, D. C.: American Psychological Association.
: ------; (2010). Decoding, Vocabulary and Comprehension. The Golden Triangle of Reading Skill. En M. McKeown & L. Kucan. (Eds.). Bringing Reading Research to Life (pp. 291-303). New York: The Guilford Press.
: ------; Landi, N. & Oakhill, J. (2007). The Acquisition of Reading Comprehension Skill. En M.J. Snowling, & C. Hulme (Eds.), The Science of Reading. A Handbook (pp. 227-247). Malden, MA: Blackwell Publishing.
: 33. Velandia. D. (2007). Tutorial plan to support the English speaking skill of an Inga student of an initial teacher education program. Profile Issues in Teachers'Professional Development, 8, 121-130.
: Alhomaidan, A., (2014). The effectiveness of using pedagogical tasks to improve speaking skill. International Journal of Arts & Sciences, 7(3), 461-467.
: Anderson, J., Conrad, F. & Corbett, A. (1989). Skill acquisition and the LISP tutor. Cognitive Science, 13, 467-505.
: Atkinson, D. P. (2012). Freelance translator success and psychological skill: A study of translator competence with perspectives from work psychology (Tesis doctoral). University of Auckland, Nueva Zelanda.
: Atkinson, D. P. (2014). Developing psychological skill for the global language industry: An exploration of approaches to translator and interpreter training. Translation Spaces, 3, 1-24. [88]https://doi.org/10.1075/ts.3.01atk
: Bahadorfar, M., & Omidvar, R. (2014). Technology in teaching speaking skill. Acme. International Journal of Multidisciplinary Research, 2(4), 9-13.
: Baker, L. & Brown, A. (1984). Metacognitive skill and reading. En D. Pearson, R. Barr, M. Kamil & P. Mosenthal (Comps.), Handbook of reading research (pp. 353-394). New York: Longmann.
: Barnett, Marva A. (1986). Syntactic and lexical/semantic skill in foreign language reading: Importance and interaction. The Modern Language Journal,70 (4), 343-349.
: Baylor, A. & Ritchie, D. (2002). What factors facilitate teacher skill, teacher morale, and perceived student learning in technology-using classrooms? Journal of Computers & Education, 39(1), p.398.
: Bialystok, E. & E.B. Ryan. (1985). Toward a Definition of Metalinguistic Skill. Merrill-Palmer Quarterly 31, 229-251.
: Bowey, J. A. (1986). Syntactic awareness in relation to reading skill and ongoing comprehension monitoring. Journal of Experimenal Child Psychology, 41, 282-299.
: Brantmeier, C., Vanderplank, R. & Strube, M. (2012). What about me? Individual self assessment by skill and level of language instruction. System, 40, 144-160.
: Butler, C. (2016). The probability evaluation game: an instrument to highlight the skill of reflexive listening. Accounting Education, 25(2), 107-123. doi: 10.1080/09639284.2015.1089178
: Chaney, C. (1998). Preschool language and metalinguistic skill are link to reading success. Applied Psycholinguistics 19, 433- 446.
: Citation / Para citar este artículo: Salas, M. (2015). Developing the metacognitive skill of noticing the gap through self-transcribing: The case of students enrolled in an ELT education program in Chile. Colomb. Appl. Linguist. J., 17(2), pp. 260-275.
: Cohen, N. J. & Squire, L. R. (1989). Preserved learning and retention of pattern-analyzing skill in amnesia: Dissociation of knowing how and knowing that. Science, 210, 207-210.
: Compton, D. L. (2003). Modeling the relationship between growth in rapid naming speed and growth in decoding skill in first-grade children. Journal of Educational Psychology, 95, 225-239.
: DeKeyser, R. (2007). Skill acquisition theory. En B. VanPatten & J. Williams (Eds.), Theories in second language acquisition: An introduction (pp. 97-113). Nueva Jersey: Lawrence Erlbaum.
: Dorshomal, N., Gorjian, B. & Pazhakh, A. (2013). The role of pedagogical films in developing pre-intermediate Iranian EFL learners' speaking skill: The case of motivation. International Journal of Language Learning and Applied Linguistics World, 4(4), 254- 268.
: Felton, M., y Kuhn, D. (2001). The Development of Argumentative Discourse Skill. Discourse Processes, 32(2-3), 135-153. [133]https://www.tc.columbia.edu/faculty/dk100/faculty-profile/files/001_Thedevelopmentofaugumentivediscourseskills.pdf.
: Harris, B. & Sherwood, B. (1978). Translating as an Innate Skill. In D. Gerver & H. W. Sinaiko (Eds.), Language Interpretation and Communication (pp. 155-170). New York, NY: Plenum.
: Hughes, R. (2010). Materials to Develop the Speaking Skill. In N. Harwood (ed.), English Language Teaching Materials: Theory and Practice (pp. 207-224). Cambridge: University Cambridge Press.
: Hulme, Ch., Hatcher, P., Nation, K., Brown, A., Adams, J. & Stuart, G. (2002). Phoneme awareness is a better predictor of early reading skill than onset–rime awareness. Journal of Experimental Child Psychology, 8, 2-28.
: Jalilzadeh, K., y Dastgoshadeh, A. (2011). Role of alternative assessment techniques in improvement EFL learners' speaking skill (Iranian EFL Setting). International Journal of Asian Social Science, 1(2), 27-35.
: Kintsch, W. (1990). Macroprocesses and microprocesses in the development of summarization skill. Cognition and Instruction, 7, 161-195.
: Long, D. & Chong, J. (2001). Comprehension skill and global coherence: A paradoxical picture of poor comprehender`s abilities. Journal of Experimental Psychology: Learning, Memory and Cognition, 6, 1424-1429.
: Magliano, J. P., & Millis, K.K. (en prensa). Assessing reading skill with a think-aloud procedure. Cognition and Instruction.
: Malakoff, M. & Kenji, H. (1991). Translations skill and metalinguistic awareness in bilinguals. In Bialystok, E. (1991), Language processing in bilingual children. Cambridge [England]: Cambridge University Press.
: McDonough, S. (1995). Strategy and skill in learning a foreign language. London: Edward Arnold.
: McNamara, D. S. & O’Reilly, T. (2010). Theories of comprehension and comprehension skill: Knowledge and strategies versus capacity and suppression. En A. M. Columbus (Ed.), Advances in Psychology Research (pp. 113-136). Hauppauge, NY: Nova Science Publishers.
: Miller-Kuhlmann, R., O’Sullivan, P. & Aronson, L. (2016). Essential steps in developing best practices to assess reflective skill: A comparison of two rubrics. Medical Teacher, 38(1), 75-81. doi: 10.3109/0142159X.2015.1034662.
: Mora González, C. A. (2014). The influence of graphic organizers in A1 sixth graders’ argumentative writing skill in an EFL context (Unpublished Master’s thesis). Universidad de La Sabana, Chía, Colombia.
: Mundy P. & Gomes, A. (1998). Individual differences in joint attention skill development in the second year. Infant Behavior and Development, 21, 468-482.
: Muñoz-Julio, W., & Ramírez-Contreras, O. (2018). Transactional Communication Strategies to Influence Pre-service Teachers’ Speaking Skill. GIST – Education and Learning Research Journal, 16, 33-55. [180]https://doi.org/10.26817/16925777.424
: Nachoua, H. (2012). Computer-Assisted Language Learning for improving students’ listening sKill. Procedia-Social and Bahavioral Sciences, 69, 1150-1159. [145]https://doi.org/10.1016/j.sbspro.2012.12.045
: Nunan (1989) suggests to bear in mind that reading is notan invariant skill, that there are different types of reading skills which correspond to the many different purposes we have for reading.
: O'Reilly, T., & McNamara, D. S. (2002a). Text coherence effects: Interactions of prior knowledge and reading skill. Ponencia presentada en the 43rd annual meeting of the Psychonomic Society Inc., Kansas City, MO.
: Oakhill, J. V., Cain, K. E., & Bryant, P. E. (2003). Prediction of comprehension skill in the primary school years. Paper presented at Biennial meeting of the Society for Research in Child Development. Tampa, EE.UU.
: Orsmond, P., Merry, S. & Reiling, K. (2004). Undergraduate project work: Can directed tutor support enhance skill development? Assessment and Evaluation in Higher Education, 29(5), 625-641.
: Ozuru, Y., Dempsey, K., y McNamara, D. S. (2009). Prior knowledge, reading skill, and text cohesion in the comprehension of science texts.Learning and Instruction, 19(3), 228-242. doi: [303]10.1016/j.learninstruc.2008.04.003
: Pacello, J. (2014). Integrating Metacognition into a Developmental Reading and Writing Course to Promote Skill Transfer: An Examination of Student Perceptions and Experiences. Journal of College Reading & Learning, 44(2), 119-140. doi: 10.1080/10790195.2014.906240
: Perfetti, C. (2010). Decoding, vocabulary and comprehension. The golden triangle of reading skill. En M. McKeown & L. Kucan (Eds.), Bringing Reading Research to Life (pp. 291-303). Nueva York: The Guilford Press.
: Perfetti, C. A., Yang, C-L. & Schmalhofer, F. (2008). Comprehension skill and word-to-text processes. Applied Cognitive Psychology, 22(3), 303-318.
: Perfetti, C., Landi, N., & Oakhill, J. (2005). The acquisition of reading comprehension skill. En M. Snowling & C. Hulme (Eds.), The science of reading: A handbook (pp. 227-247). Oxford: Blackwell.
: Perfetti, Ch. & Hart (2001). The lexical bases of comprehension skill. En D. Gorfiend, (Ed.), On consequences of meaning selection (pp. 67-96). Washington, D. C.: APA.
: Perfetti, Charles. (2010). Decoding, vocabulary and comprehension: The Golden triangle of reading skill. Bringing reading research to life, 15, 291-303.
: Rowe, Meredith L. 2008. Child-directed speech: Relation to socioeconomic status, knowledge of child development, and child vocabulary skill, Journal of Child Language , 35: 185-205.
: Schwanenflugel, Paula J.; Hamilton, Anne M.; Wisenbaker, Joseph M.; Kuhn, Melanie R., y Stahl, Steven A. (2004). Becoming a fluent reader: Reading skill and prosodic features in the oral reading of young readers. Journal of Educational Psychology, 96 (1), 119-129.
: Segalowitz, N., & Frenkiel-Fishman, S. (2005). Attention control and ability level in a complex cognitive skill: attention shifting and second-language proficiency. Memory and Cognition, 33(4), 644-653.
: Segalowitz, N., Poulsen, C. & Komoda, M. (1991). Lower level components of reading skill in higher level bilinguals: Implications for reading instruction. En J. H. Hulstijn & J. F. Matter (Eds.), Reading in two languages (pp. 15-30). The Netherlands: AILA Review.
: Segalowitz, N., Watson, V., & Segalowitz, S. (1995). Vocabulary skill: Single-case assessment of automaticity of word recognition in a timed lexical decision task. Second Language Research, 11, 121-136.
: Sepahvand, Hanieh. (1914). The Effect of Oral Reproduction of Short Stories on Speaking Skill in Iranian High School Students. International Journal of Science and Research, 3(7), 1847-1851. (IJSR). Retrieved: [103]http://www.ijsr.net/archive/v3i7/MDIwMTQxMzAxMQ==.pdf
: Sihem, S. (2013). Using Video Techniques to Develop Students’ Speaking Skill. aSkripsi. University of Biskra.
: Specifically, ^[50]Chamot (2004) believes that speaking is the most important skill to acquire and that it is relevant to assessing students' progress in terms of accomplishments. She likewise describes three areas of knowledge which are essential to language learning, as follows:
: Sun, R., Merrill, E. & Peterson, T. (2001). From implicit skills to explicit knowledge: a bottom-up model of skill learning. Cognitive Science, 25(2), 203-244.
: Tomalin, B. (2008). Culture: the fifth language skill. Available at [110]http://www.teachingenglish.org.uk/think/articles/culturefifth-language-skill.
: Velandia Moncada, D. A. (2007). Tutorial plan to support the English speaking skill of an Inga student of an initial teacher education program. Profile Issues in Teachers’ Professional Development, 8(8), 121-130. Retrieved from [217]https://goo.gl/IHSlm9
: Verhoeven, L. & Perfetti, C. A. (2011). Introduction to this special issue: Vocabulary growth and reading skill. Scientific Studies of Reading, 15(1), 1-7.
: Zimmerman, B. J., & Kitsantas, A. (2002). Acquiring writing revision and self-regulatory skill through observation and emulation. Journal of Educational Psychology, 94(4), 660-668.
: [85]Alves, Rui; São Luís Castro y Liliana de Sousa. [86]2007. Influence of typing skill on pause-execution cycles in written composition, en M. Torrance, L. van Waes y D. Galbraith (eds.), Writing and Cognition: Research and Applications, Amsterdam, Elsevier: 55-65.
: _, Landi, N. & Oakhill, J. (2007). The Acquisition of Reading Comprehension Skill. En M.J. Snowling & Ch. Hulme (Eds.). The Science of Reading. A Handbook (pp. 227-247). Malden, MA: Blackwell Publishing.
: _. (2010). Decoding, Vocabulary and Comprehension. The Golden Triangle of Reading Skill. En M. McKeown & L. Kucan (Eds.), Bringing Reading Research to Life (pp. 291-303). New York: The Guilford Press.
: __________ (1998). “Preschool language and metalinguistic skill are link to reading success”. En Applied psycholinguistics, 19, 433-446.