LITERACIES

Artículos Científicos

Artículos Científicos

  • Caetano-Silva, G., Guzmán-Simón, F., & Pacheco-Costa, A. (2024).

    Revisiting Reggio Emilia through a more-than-human lullaby: diffractive montages as documenting childhood (and) literacy otherwise, Pedagogy, Culture & Society, 1–18.

    • https://doi.org/10.1080/14681366.2024.2355109

  • Torres-Begines, C., Castro-León, E., & Guzmán-Simón, F. (2024).

    ‘This is not a weapon’: Rethinking children’s worlding practices with Karin Murris, Contemporary Issues in Early Childhood, 0(0).

    • https://doi.org/10.1177/14639491231225230

  • Guzmán-Simón, F. & Pacheco-Costa, A. (2024)

    “Like, I’m playing, but with this“. A diffractive reading of literacy event in early childhood. Journal of Early Childhood Literacy, 24,(2)

    • https://doi.org/10.1177/14687984211068117

  • Caetano-Silva, G., Guzmán-Simón, F., & García-Jiménez, E. (2024).

    ‘The toys you sleep with’: Embracing otherwise literacies in early childhood wor(l)ds, Journal of Early Childhood Literacy, 0(0).

    • https://doi.org/10.1177/14687984241244686

  • Lucas-Oliva, I. & Moreno-Medina, I. (2024).

    Insights from Spanish Language and Linguistics Students on Theory-Practice Balance in Teacher Education.Revista Fuentes, 26(2), 225-239.

    • https://doi.org/10.12795/revistafuentes.2024.25306

  • Jurado Valencia, F. de J., Guzmán Simón, F., y Bombini, G. (2023).

    Presentación. Literatura y pedagogía: aprendizaje, formación y experiencias, Enunciación, 28, 16–18.

    • https://doi.org/10.14483/22486798.21731

  • Roa-Trejo, J.J., Pacheco-Costa, A. y Cuadrado, F. (2023).

    Exploring music and sound in multimodal literacy: A systematic review and its implications for music education, LEEME: Revista de Educación Musical. 28, 16–18.

    • https://doi.org/10.7203/LEEME.52.27500

  • García-Jiménez J, Lucas-Oliva I, Rodríguez-Santero J, Torres-Gordillo J-J. (2023).

    Management Discourse Analysis of High- and Low-Efficacy Schools: A Comparative Study of Factors Influencing School Performance, Education Science. 13(7):723

    • https://doi.org/10.3390/educsci13070723

  • Lucas-Oliva, I. & Vizcaíno-Grau, N. (2023).

    "What's the Point of Learning Syntax?" Students' Motivation to Learn Syntax and Their Understanding of Its Functionality, Theory and Practice in Language Studies. 13(3), 544-554

    • https://doi.org/10.17507/tpls.1303.02

  • Vazquez-Marin P, Cuadrado F, Lopez-Cobo I. (2023).

    Connecting sustainable human development and positive psychology through the arts in education: a systematic review, Sustainability. 15(3):2076

    • https://doi.org/10.3390/su15032076

  • Roa-Trejo, J. J., Pacheco-Costa, A., & Guzmán-Simón, F. (2023).

    ‘It’s not cardboard, it’s a house’: cartographies of agentic assemblage in the early childhood classroom, Early Years. 0(0)1-17

    • https://doi.org/10.1080/09575146.2023.2243057

  • Guzmán-Simón, F. (2022).

     La «Generación Beat» en la España de la Transición política o el ejemplo de Miguel Romero Esteo y Fernando Merlo Castilla. Estudios de Literatura,13(2022), 212–241. https://doi.org/10.24197/cel.13.2022.212-241

  • Lucas-Oliva, I., García-Jiménez, J., & Torres-Gordillo, J.-J. (2022)

    El método ECO y los nuevos entornos de aprendizaje: valoración de herramientas y estrategias metodológicas para la enseñanza de la Lengua Española. Revista Conrado, 18(87) [en prensa].

  • Lucas-Oliva, I., García-Jiménez, J., Torres-Gordillo, J-J., & Rodríguez-Santero, J. (2022).

     Equity and Parity in Primary Education: A Study on Performance in Language and Mathematics Using Hierarchical Linear Models. Sustainability,  14(19) 1–17. http://dx.doi.org/10.3390/su141912404

  • Lucas-Oliva, I., Toledo-Vega, G. & Núñez-Román, F. (2022). From Neurodidactics to Language Teaching and Learning:

    The Emotional Approach. Theory and Practice in Language Studies,  12(8) [en prensa].

  • Galan-Lopez, P.; Lopez-Cobo, I.; Garcia-Lazaro, I.; Ries, F. (2022).Associations between motives for physical exercise, body composition and cardiorespiratory fitness: a cross-sectional study. International Journal of Environmental Research and Public Health,  19,14128. https://doi.org/10.3390/ijerph192114128

  • Vazquez-Marin, P.; Cuadrado, F.; Lopez‐Cobo, I. (2022).

    Linking Character Strengths and Key Competencies in Education and the Arts: A Systematic Review. Education Sciences,,  12,(178)1-19. https://doi.org/10.3390/educsci12030178

  • De La Calle, A. M.; Pacheco-Costa, A.; Gómez-Ruiz, M. A.; Guzmán-Simón, F. (2021)

    Understanding Teacher Digital Competence in the Framework of Social Sustainability: A Systematic Review. Sustainability, 13(23), 13283

    • https://doi.org/10.3390/su132313283

  • Hervás-gómez, C.; Diaz-Noguera, M.D.; De La Calle, A.M. (2021)

    Percepcions of University Students towards Digital Transformation during the Pandemic. Education Sciences. 11, pp. 738

    • https://doi.org/10.3390/educsci11110738

  • Hà, T. A., & Caetano-Silva, G. (2021)

    “Together we are stronger!”– Vietnamese and Brazilian teachers’ stories of difficulties and learning opportunities in online teaching during covid-19: a qualitative study. Revista Portuguesa de Investigação Educacional, (21), 1-28.

    • http://dx.doi.org/10.34632/investigacaoeducacional.2021.10188

  • Romero-Rodríguez, S., Moreno-Morilla, C., & García-Jiménez, E. (2021)

    Career development learning in childhood: a collaborative guidance approach in Spanish low-income contexts. British Journal of Guidance and Counseling.

    • https://doi.org/10.1080/03069885.2021.1943738

  • De la Calle, A. M., Guzmán-Simón, F.; García-Jiménez, E., & Aguilar Villagrán, M. (2021)

    Precursors of reading and risk indicators of low reading according to double- and triple-deficit hypothesis in Spanish. Journal of Learning Disabilities.

    • https://doi.org/10.1177/0022219420979960

  • Duarte, J., García-Jiménez, E., McMonagle, S., Hansen, A., Gross, B., Szelei, N. & Pinho, A.S. (2021)

    Research priorities in the field of multilingualism and language education: a cross-national examination. Journal of Multilingual and Multicultural Development.

    https://doi.org/10.1080/01434632.2020.1792475

  • Pacheco-Costa, A. & Guzmán-Simón, F. (2021)

    The (im)materiality of literacy in early childhood: a socio-material approach to online and offline events. Journal of Early Childhood Research, 19.

    • https://journals.sagepub.com/doi/10.1177/1476718X20983852

  • Moreno Morilla, C., Guzmán Simón, F., García Jiménez, E. (2021)

    Digital and information literacy inside and outside Spanish primary education schools. Learning, Culture and Social Interaction, 28.

    https://doi.org/10.1016/j.lcsi.2020.100455

  • Romero-Rodríguez, S., Moreno-Morilla, C. & García-Jiménez, E. (2021)

    La construcción de las identidades étnicas y culturales en niños y niñas migrantes: Un enfoque desde la etnografía colaborativa. Revista de Investigación Educativa, 39(2), 483–501.

    • https://doi.org/10.6018/rie.441411

  • Martinez-Villarraga, E.; Lopez-Cobo, I.; Becerra-Alonso, D.; Fernández-Navarro, F. (2021).

    Characterizing Mathematics Learning in Colombian Higher Distance Education.Mathematics, 9(1740), 1-14.

    • https://www.mdpi.com/2227-7390/9/15/1740

  • Moreno Morilla, C.; Guzmán Simón, F.; García Jiménez, E. (2020)

    Rethinking literacy from a mixed-methods approach: Through the lens of pupils, families, and teachers in Spanish primary education. Revista ELectrónica de Investigación y EValuación Educativa (RELIEVE). Asociación Interuniversitaria de Investigación en Pedagogía (AIDIPE), 26-2, pp.1-22.

    • https://doi.org/10.7203/relieve.26.2.16915

  • Torres-Gordillo, J.J.; Guzmán-Simón, F., & García-Ortiz, B. (2020)

    Communicative competence in assessment for learning: effect of the application of a model on teachers in Spain. PLoS-ONE, 15, 1-16.

    • https://doi.org/10.1371/journal.pone.0233613

  • Guzmán-Simón, F., Gil-Flores, J., & Pacheco-Costa, A. (2020)

    Home Literacy Environment and Reading Comprehension in Spanish Primary Education. Journal of Research in Reading, 43, 229-247.

    • https://doi.org/10.1111/1467-9817.12299

  • Pacheco Costa, A. (2020)

    Music teaching and the Spanish Regenerationism: Felipe Pedrell and the Academia Granados. History of Education, 49(6), 759-780.

    • https://doi.org/10.1080/0046760X.2020.1745905

  • Vázquez, E., De la Calle, A. M., & Hervás, C. (2020)

    El contexto sociofamiliar y su incidencia en el rendimiento lector del estudiante en PISA. Ocnos, 19(1), 43-54.

    • https://doi.org/10.18239/ocnos_2020.19.1.2122

  • Moreno-Morilla, C., García-Jiménez, E. & Guzmán-Simón, F. (2020)

    Rethinking literacy in Spanish Primary Education from mixed methods: The lens of pupils, families and teachers. Relieve, 26(2).

    • http://doi.org/10.7203/relieve.26.2.16915

  • Pacheco-Costa, A. & Guzmán-Simón, F. (2020)

    Developing multimodal narrative genres in childhood: An analysis of pupils’ written texts from the Systemic Functional Linguistics. Education Sciences, 10(11), 342.

    • https://doi.org/10.3390/educsci10110342

  • Guzmán-Simón, F., Torres-Gordillo, J.J., Caballero, K. (2020)

    Understanding assessment processes for communicative competence through an analysis of teachers’ reported practice. Education Sciences, 10, 116-133.

    • https://doi.org/10.3390/educsci10040116

  • Cuadrado Méndez, F. J., López Cobo, I., Mateos Blanco, T. y Tajadura-Jiménez, A. (2020)

    Arousing the Sound: A Field Study on the Emotional Impact on Children of Arousing Sound Design and 3D Audio Spatialization in an Audio Story. Frontiers in Physiology, 11.

    • https://www.frontiersin.org/articles/10.3389/fpsyg.2020.00737/full

  • Becerra-Alonso, D., López Cobo, I., Gómez-Redy, P., Fernández Navarro, F. y Barbera, E. (2020)

    EduZinc: A tool for the creation and assessment of student learning activities in complex open, online and flexible learning environments. Distance Education

    • DOI: 10.1080/01587919.2020.1724769

  • Navarro-Pablo, M., López-Gándara, Y., & García-Jiménez, E. (2019)

    The use of digital resources and materials in and outside the bilingual classroom. Comunicar, 27(59), 83-92.

    • https://doi.org/10.3916/C59-2019-08

  • Moreno-Morilla, C., Guzmán-Simón, F., & García-Jiménez, E. (2019)

    Literacy practices of primary education children in Andalusia (Spain): a family-based perspective. British Educational Research Journal, 45(1), 117-136.

    • http://dx.doi.org/10.1002/berj.3487

  • Fromet, F., Rocío Bohórquez, M., García González, A.J., & García Jiménez, E. (2019)

    Adaptation and validation in Spanish of the source credibility measure in university professors. Revista Iberoamericana de diagnóstico y evaluación-e avaliacao psocologica, 51(2), 61-76.

    • https://doi.org/10.21865/RIDEP51.2.05

  • Vázquez, E., De la Calle, A.M., Hervás, C., & López-Meseses, E. (2019)

    Socio-Family Context and Its Influence on Students’ PISA Reading Performance Scores: Evidence from Three Countries in Three Continents. Educational Sciences: Theory & Practice, 20(2), 50-62.

    • https://doi.org/10.12738/jestp.2020.2.004

  • Guzmán-Simón, F., Moreno-Morilla, C., Gallardo, I. & García-Jiménez, E. (2019)

    Las inferencias de comprensión textual y los géneros discursivos: Un estudio comparado entre Costa Rica y España. Revista de Educación, 385, 63-86.

    • http://dx.doi.org/10.4438/1988-592X-RE-2019-385-417

  • Pacheco-Costa, A. (2019)

    Teachers’ strategies for playing by ear in one-to-one instrumental lessons: A case-study in Spain. Music Education Research, 21 (2), 161-173.

    • https://doi.org/10.1080/14613808.2018.1553943

  • Romero Rodríguez, S., Figuera Gazo, P., Freixa Niella, M., & Llanes Ordóñez, J. (2019)

    Adaptabilidad de la Carrera en estudiantes universitarios: Un estudio a través de entrevistas autobiográficas. Revista de Investigación Educativa, 37(2), 153-186.

    • https://doi.org/10.6018/rie.37.2.322441

  • De la Calle Cabrera, A.M., Guzmán-Simón, F., & García-Jiménez, E. (2019)

    Los precursores cognitivos tempranos de la lectura inicial: un modelo de aprendizaje en niños de 6 a 8 años. Revista de Investigación Educativa, 37(2), 345-361.

    • http://dx.doi.org/10.6018/rie.37.2.312661

  • Huertas Fernández, J.M. & Romero Rodríguez, S. (2019)

    La autonomía emocional en el profesorado de secundaria. Análisis en el marco de un proceso de coaching personal. Revista Española de Orientación y Psicopedagogía, 30(3), 120-139.

  • Rendón Romero, S.I., García-Jiménez, E., & Navarro Pablo, M. (2019)

    La lectura de palabras: la influencia del procesamiento fonológico y del método lectoescritor. Revista Fuentes, 21(1), 11-24.

    • http://dx.doi.org/10.12795/revistafuentes

  • Aguilar Barriga, M., López Cobo, I., Cuadrado Méndez, F.J. y Benítez Baena, I. (2019)

    Social and Emotional Competences in Spain: A Comparative Evaluation Between Spanish Needs and an International Framework Based on the Experiences of Researchers, Teachers, and Policymakers. Frontiers in Psychology, 10

    • https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02127/full

  • De La Calle, A. M., Guzmán-Simón, F., García-Jiménez, E. (2018)

    Letter Knowledge and Learning Sequence of Graphemes in Spanish: Precursors of Early Reading. Revista de Psicodidáctica, 23, 128-136.

    • http://dx.doi.org/10.1016/j.psicod.2017.10.002

  • Navarro Pablo, M. & García Jiménez, E. (2018)

    Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum, 29, 71-90.

  • García-Jiménez, E., Guzmán-Simón, F., & Moreno-Morilla, C. (2018)

    Literacy as a social practice in pre-school education: A case study in areas at risk of social exclusion. Ocnos. Revista de Estudios sobre Lectura, 17(3),

    • http://dx.doi.org/10.18239/ocnos_2018.17.3.1784

  • Sánchez, L., Rodríguez-Gómez, G., García-Jiménez, E. (2018)

    Desarrollo de las competencias emocionales a través del Programa AEdEm para Educación Secundaria. Revista Complutense de Educación, 29.

    • https://doi.org/10.5209/RCED.54402

  • Guzmán-Simón, F., Moreno-Morilla, C., & García-Jiménez, E. (2018)

    Analysis of different views and conceptualizations of the literacy practices of students, families and teachers in Costa Rican primary education. Journal of Research in Childhood Education, 32(3), 268-282.

    • http://dx.doi.org/10.1080/02568543.2018.1464527

  • Guzmán-Simón, F., García-Jiménez, E., & López Cobo, I. (2017)

    Undergraduate Students’ Perspectives on Digital Competence and Academic Literacy in a Spanish University. Computers in Human Behavior, 74, 196-204.

    • https://doi.org/10.1016/j.chb.2017.04.040

  • De la Calle, A. M. (2017)

    Por una Intervención Educativa Pertinente en la Alfabetización Temprana: Desarrollo de un Programa Piloto con Niños Españoles de 3 y 4 Años. Porta Linguarum, 2(1), 27-41.

  • Moreno-Morilla, C., Guzmán-Simón, F., & García-Jiménez, E. (2017)

    Los hábitos de lectura y escritura en los estudiantes de Educación Primaria: un análisis dentro y fuera de la escuela. Porta Linguarum, II (monográfico), 117-137.

  • Guzmán-Simón, F. & García-Jiménez, E. (2017)

    La alfabetización académica de los futuros maestros. Un estudio comparativo en varias universidades españolas. Revista de Investigación Educativa, 35(2), 317-335.

    • http://dx.doi.org/10.6018/rie.35.2.246011

  • Cuadrado Méndez, F., López Cobo, I., Valderde Jiménez, B. y Varona Aramburu, D. (2017)

    Musicalizatech: A collaborative music production project for secondary and high-school students. Journal of Music Technology and Education, 10-1, pp. 93-116.

    • https://www.researchgate.net/publication/318776317_Musicalizatech_A_collaborative_music_production_project_for_secondary_and_high-school_students

  • García-Jiménez, E. & Guzmán-Simón, F. (2016)

    La acreditación de títulos universitarios oficiales en el ámbito de Ciencias de la Educación: Una cuestión de alfabetización académica. Educación XX1, 19(2), 19-43.

    • http://dx.doi.org/10.5944/educXX1.15730

  • García Jiménez, E. (2016)

    Concepto de excelencia en enseñanza superior universitaria. Educación Médica, 17 (3), 83-87.

    • https://doi.org/10.1016/j.edumed.2016.06.003

  • Valls, R., Buslón, N., López Cobo, I. (2016)

    Grupos interactivos. Interacciones que aumentan el aprendizaje y la solidaridad. Padres y Maestros, 367, 17 – 21

    • https://revistas.comillas.edu/index.php/padresymaestros/article/view/7117

  • Romero-Rodríguez, S. (2016)

    Abriendo ventanas al vacío. Saltando a lo desconocido en orientación. Educar Orientar. La revista de COPOE, 5, 54-59.

    • https://issuu.com/copoe.org/docs/educar-orientar_copoe_n5_diciembre2

  • García-Jiménez, E. & Guzmán-Simón, F. (2015)

    HEVAFOR: A formative evaluation software in Preschool. Bordón. Revista de Pedagogía, 67(2), 85-100.

    • http://dx.doi.org/10.13042/Bordon.2015.67206

  • Álvarez Rojo, V.B., García Gómez, M. S., Gil Flores, J., & Romero Rodríguez, S. (2015)

    Necesidades de Información y Orientación del Alumnado de Formación Profesional en la Comunidad Autónoma de Andalucía. Bordón. Revista de Pedagogía, 67 (3), 15-34.

    • https://doi.org/10.13042/Bordon.2015.67301

  • Guzmán-Simón, F. & García-Jiménez, E. (2015)

    Evaluación de la alfabetización académica. Relieve. Revista Electrónica de Investigación y Evaluación Educativa, 21(1).

    • http://dx.doi.org/10.7203/relieve.21.1.5019

  • Guzmán-Simón, F. & García-Jiménez, E. (2015)

    La alfabetización académica en la Universidad. Un estudio predictivo. Relieve. Revista Electrónica de Investigación y Evaluación Educativa, 21(1).

    • http://dx.doi.org/10.7203/relieve.21.1.5018

  • Guzmán-Simón, F. (2015)

    La invención de Nueva York (o la reescritura del imaginario de la ciudad moderna). Ínsula. Revista de Letras y Ciencias Humanas, 821, 19-22.

  • Romero-Rodríguez, S.; Seco-Fernández, M.; Lugo-Muñoz, M. (2015)

    Orientar desde el Ser: algunas aportaciones del programa Orient@cual para la elaboración del proyecto profesional y vital del alumnado de PCPI y CFGM. Revista Electrónica Interuniversitaria de Formación del Profesorado, 18 (2), 75-89.

    • https://doi.org/10.6018/reifop.18.2.219121

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