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We examined the relationships among gender, planning, and academic expectations through the testing of two alternative models with latent variables tested with LISREL 8.80: one model considered planning as a mediator of the relationship between gender and academic expectations, and the other model considered academic expectations as mediators of the relationship between gender and planning. Participants were 662 first-year higher-education students from two academic years, predominantly female (60%) and mainly with majors in the juridical-social field (66.2%). The Inventario sobre Estrategias Metacognitivas ( IEM ; Inventory of Metacognitive Strategies) and the Academic Perceptions Questionnaire (APQ) were applied at the beginning of the first semester to assess planning and academic expectations, respectively. Multigroup confirmatory factor analysis was used to test the IEM ’s structure after examining its psychometric properties with the sample from the first academic year ( N = 338). The test of the alternative mediation models with the full sample indicates that the best model was that with planning as a mediator. In this model, gender directly predicted only two APQ academic expectations, but with the mediation of planning, gender predicted all seven academic expectations. Women showed higher levels of academic expectations and planning than did men. The results are discussed at both the theoretical and practical levels.

This study analyzed the cognitive functioning underlying arithmetical difficulties and explored the predictors of arithmetic achievement in the last three grades of Spanish Primary Education. For this purpose, a group of 165 students was selected and divided into three groups of arithmetic competence: Mathematical Learning Disability group (MLD, n = 27), Low Achieving group (LA, n = 39), and Typical Achieving group (TA, n = 99). Students were assessed in domain-general abilities (working memory and PASS cognitive processes), and numerical competence (counting and number processing) during the last two months of the academic year. Performance of children from the MLD group was significantly poorer than that of the LA group in writing dictated Arabic numbers (d = –0.88), reading written verbal numbers (d = –0.84), transcoding written verbal numbers to Arabic numbers (–0.75) and comprehension of place value (d = –0.69), as well as in simultaneous (d = –0.62) and successive (d = –0.59) coding. In addition, a specific developmental sequence was observed in both groups, the implications of which are discussed. Hierarchical regression analysis revealed simultaneous coding (β = .47, t(155) = 6.18, p < .001) and number processing (β = .23, t(155) = 3.07, p < .01) as specific predictors of arithmetical performance.

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.

Various investigations have revealed that the promotion of cognitive and metacognitive strategies can improve reading comprehension and that when readers receive this type of instruction, they can use monitoring processes and regulation strategies adequately. The goal of this work is to analyze the effects of strategic and metacognitive instruction on reading comprehension processes and strategies, using the \"Aprender a Comprender\" [Learning to Understand] program. Instruction was carried out in the classroom by two teachers during six months. Ninety-four students participated, 49 from 5th grade and 45 from 6th grade. A pretest-intervention-posttest-follow-up design was used with a comparison group by grade. The analysis of variance shows an impact of the intervention and its differential maintenance in each grade. The 5th-grade intervention group scored higher than the comparison group in the reading comprehension test, both at posttest and at follow-up. The 6th-grade intervention group scored higher than the comparison group in the Planning scale, both at posttest and at follow-up. Textual strategy instruction favors reading comprehension and the progressive development of planning, which is necessary for supervision and regulation, and its effects are maintained over time.

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.

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.

The main goal of this investigation was to determine the influence of the family contextual variables on children's basic learning skills. Basic abilities tests for children's academic learning were administered to a sample of 447 children aged three, four, and five years in preschool education. The parents completed the questionnaire, which collected data about the structural variables of the family context: family structure, educational level, occupational activity, cultural resources available in the home, and monthly family income. Univariate analyses of variance were performed. The parents' educational level and some of the variables of cultural resources, such as access to the Internet, influence the basic abilities of the participants. This study indicates that structural variables condition family resources of a dynamic nature, and these are significant variables for academic achievement.