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El objetivo del presente estudio es analizar los efectos del entrenamiento en la iniciación al aprendizaje lector. Los participantes en el estudio fueron 144 niños de Preescolar de cuatro escuelas públicas de Galicia, pertenecientes a la zona rural de la Comarca del Paradanta. Del total, 72 formaron los tres grupos experimentales y otros 72 los tres grupos de control. El diseño utilizado fue un pretestpostest con sujetos aleatorizados. La medida de las habilidades lectoras se hizo mediante el Test de Reconocimiento Visual y Conversión Grafema-Fonema (TECOL). Los datos recogidos se trataron a través de un análisis de varianza de medidas repetidas. El entrenamiento incrementó significativamente las puntuaciones de las habilidades lectoras de los grupos experimentales, comparado con los grupos controles. El programa ha mostrado una triple interacción entre Medida x Entrenamiento x Nivel Escolar. Ello significa que hubo variación significativa en las puntuaciones medias de las habilidades lectoras fruto del entrenamiento y según los distintos niveles escolares. Se concluyó que la habilidad de lectura básica a desarrollar en la Educación Infantil es la habilidad de identificación y nombramiento de letras.

The value of grade retention as a pedagogic resource remains a subject of debate because of its costs and benefits. In fact, it has been repeatedly argued that grade retention has substantial psychosocial effects. Student engagement with school is one of the dimensions that is expected to be more affected by grade retention. This article aimed to contribute to this debate by examining the relationship between grade retention and various dimensions of student engagement with school. With that purpose in mind, we analyzed data from a sample at one point in time (cross-sectional) and over three points in time (longitudinal), and expanded their meaning for Inclusive Education and for Person-centered schools. The cross-sectional sample comprised 739 students aged 14 to 19 years (M = 16.47, SD = 0.59), while the longitudinal sample included 238 students aged 11 to 15 years (M = 13.29, SD = 0.54 at the first assessment). Student engagement with school was measured using the Multifactorial Measure of Student Engagement. The results indicated that grade retention was negatively associated with overall student engagement. This negative association was particularly evident in the cases of study behaviors and perceived family support for learning. Moreover, students with a history of retention exhibited a significantly steeper decline in engagement over time compared to their non-retained peers. These findings underscore the importance of developing inclusive educational practices. Strategies that foster student engagement are especially relevant for retained students. Schools need to assume their responsibility in promoting positive academic trajectories for all their students, which may require schools shifting from a materialistic-oriented paradigm to a person-centered school paradigm.

El objetivo del presente estudio es analizar los efectos del entrenamiento en la iniciación al aprendizaje lector. Los participantes en el estudio fueron 144 niños de Preescolar de cuatro escuelas públicas de Galicia, pertenecientes a la zona rural de la Comarca del Paradanta. Del total, 72 formaron los tres grupos experimentales y otros 72 los tres grupos de control. El diseño utilizado fue un pretest-postest con sujetos aleatorizados. La medida de las habilidades lectoras se hizo mediante el Test de Reconocimiento Visual y Conversión Grafema-Fonema (TECOL). Los datos recogidos se trataron a través de un análisis de varianza de medidas repetidas. El entrenamiento incrementó significativamente las puntuaciones de las habilidades lectoras de los grupos experimentales, comparado con los grupos controles. El programa ha mostrado una triple interacción entre Medida × Entrenamiento × Nivel Escolar. Ello significa que hubo variación significativa en las puntuaciones medias de las habilidades lectoras fruto del entrenamiento y según los distintos niveles escolares. Se concluyó que la habilidad de lectura básica a desarrollar en la Educación Infantil es la habilidad de identificación y nombramiento de letras. Facilitating alphabet knowledge in preschool through training in coding, graphomotor and reading. The goal of the present study is to analyze the influence of training in initiation to learning reading. Participants in the study were 144 preschool children from four public schools of Galicia, from a rural area of the Region of Paradanta. Out of the total sample, 72 were assigned to the experimental groups and 72 to the control groups. The design was pretest-posttest with randomized participants. Reading skills were measured with the Visual Recognition and Grapheme-Phoneme Conversion Test (TECOL).The data was analyzed with repeated measures analysis of variance. Training significantly increased the reading skill scores of the experimental groups, compared to the control groups. The program has shown a triple interaction between Measure Training × Level School. This means that there was significant variation in mean scores of reading skills as a result of training and according to the different school levels. It is concluded that the basic reading skill to develop in early childhood education is the identification and naming of letters.

The social group and our body are two main factors for the identity construction. Anyway this process development is not homogeneous, as there are many elements, such as gender, social context, age, disability, etc., that may give it important influence. Knowing about the importance that the body occupies on our self social representation can help us to understand some more about the identity construction. In this research, through the interviews, we observe the influence that the disability may give in the identity process construction. In the study we try to determine that the disability, the period and the level are important variables, as all these can transform the self perception on their body image.

Este estudio presenta los resultados de una investigación sobre expectativas académicas de estudiantes universitarios de primer año de Enseñanza Superior (ES) pertenecientes al norte de Portugal y noroeste de España. Su objetivo es replicar las propiedades psicométricas del instrumento utilizado obtenidas con una versión anterior del mismo. La muestra está integrada por 1.268 estudiantes de primer año de ES con edades comprendidas entre los 17 y 52 años (Mdn = 18, siendo de más de 23 años el 7.4%). Proceden de la región noroeste de España 413 estudiantes (Galicia, Universidad de Vigo) y 855 de la región norte de Portugal (Minho, Universidade do Minho). El 58.1% del total de la muestra son mujeres. Por ámbito de estudio, el 58.4% cursa titulaciones del ámbito científico-tecnológico y los demás del ámbito jurídico-social. Se aplicó el Cuestionario de Percepciones Académicas-Expectativas (CPA-E), estructurado en siete dimensiones: Formación para el empleo/carrera, Desarrollo personal y social, Movilidad estudiantil, Implicación político/ciudadana, Presión social, Calidad de formación e Interacción social. La invarianza del modelo factorial oblicuo del CPA-E fue testada con el LISREL 8.80 mediante el método bivariado latente normal y la estimación de máxima verosimilitud, con la corrección de Satorra y Bentler (1994). Todos los ítems representaron bien a sus respectivos factores y los factores mostraron una buena validez y fiabilidad para los países y el género. Se obtuvo, por tanto, invarianza factorial del modelo para los países y el género. Se asume una versión final del cuestionario común para España y Portugal, así como para mujeres y hombres.

The goal of the present study is to analyze the influence of training in initiation to learning reading. Participants in the study were 144 preschool children from four public schools of Galicia, from a rural area of the Region of Paradanta. Out of the total sample, 72 were assigned to the experimental groups and 72 to the control groups. The design was pretest-posttest with randomized participants. Reading skills were measured with the Visual Recognition and Grapheme-Phoneme Conversion Test (TECOL).The data was analyzed with repeated measures analysis of variance. Training significantly increased the reading skill scores of the experimental groups, compared to the control groups. The program has shown a triple interaction between Measure Training × Level School. This means that there was significant variation in mean scores of reading skills as a result of training and according to the different school levels. It is concluded that the basic reading skill to develop in early childhood education is the identification and naming of letters.

El primer elemento del que disponen los seres humanos para la elaboración de la identidad es el cuerpo, y los grupos sociales desarrollan mecanismos e ideas sobre el mismo que, a través de los procesos de socialización, van adquiriendo los individuos. Estos mecanismos no resultan homogéneos y se encuentran condicionados por características como el género, la clase social, la edad, la discapacidad, etc. El conocimiento de las representaciones de los individuos sobre el cuerpo nos aporta datos sobre la identidad y sobre cómo es su relación con la identidad del grupo de pertenencia. En esta investigación, a través de cuestionarios y entrevistas, nos aproximamos a las representaciones del cuerpo de un grupo de mujeres para las que la discapacidad supone un factor relevante en la construcción de su identidad. Tratamos de determinar de qué manera el tipo de discapacidad (física o sensorial), el momento de aparición (congénita, o sobrevenida en la niñez, adolescencia...) y el grado de la misma, son variables que modulan diferencias en la autopercepción de la imagen corporal de estas mujeres.

● Biosolids boost OM mineralization, enhancing soil health. ● Moderate biosolid doses improve soil conditions effectively. ● SQI w, with N min, efficiently gauges soil quality, simplifying monitoring. Economic development triggers environmental pollution. To address this issue and mitigate its consequences on the environment and human health, urban wastewater treatment plants are commonly employed to produce treated water and biosolids. However, biosolid disposals pose issues due to space limits and leachate contamination. This study investigates the potential of using biosolids as an organic amendment to remediate soil contaminated with leachate from an open dump in Mexico. Treatments with different doses of biosolids were tested (control, without addition of biosolids; high, medium, and low doses, with a C/N = 8, 10, 12 respectively). The physicochemical and biological characteristics of the soil and biosolids were analyzed, and the dynamics of carbon and nitrogen mineralization over time were studied. The developed soil quality index, primarily based on the mineralized nitrogen indicator, differentiated soil quality among treatments, showing values of moderate quality for the treatments (high, medium, and low doses (0.56, 0.48, 0.40, respectively) and low quality for the control (0.34)). The use of biosolids as an organic amendment improved soil quality by increasing organic matter and microbial growth. Soil quality indices emerges as a practical tool for monitoring the remediation of leachate-contaminated open dump soils in Mexico and similar contexts worldwide.