Effects of teaching planning strategies to first-grade writers

Título

dc.contributor	Facultad de Educacion	es_ES
dc.contributor.author	Arrimada García, María
dc.contributor.author	Fidalgo, Raquel
dc.contributor.other	Psicologia Evolutiva y de la Educacion	es_ES
dc.date	2019
dc.date.accessioned	2022-06-15T12:18:08Z
dc.date.available	2022-06-15T12:18:08Z
dc.identifier.issn	0007-0998
dc.identifier.uri	http://hdl.handle.net/10612/14964
dc.description	p. 670-688	es_ES
dc.description.abstract	Traditionally writing instruction at the start of school has focused on developing students’ ability to spell and handwrite. Teaching children explicit selfregulatory strategies for developing content and structure for their text has proved effective for students in later grades of primary (elementary) education	es_ES
dc.language	eng	es_ES
dc.publisher	British Journal of Educational Psychology	es_ES
dc.subject	Educación	es_ES
dc.subject.other	Planning strategies	es_ES
dc.subject.other	Handwriting skills	es_ES
dc.title	Effects of teaching planning strategies to first-grade writers	es_ES
dc.type	info:eu-repo/semantics/article	es_ES
dc.identifier.doi	10.1111/bjep.12251
dc.description.peerreviewed	SI	es_ES
dc.rights.accessRights	info:eu-repo/semantics/openAccess	es_ES
dc.journal.title	British Journal of Educational Psychology	es_ES
dc.volume.number	89	es_ES
dc.issue.number	4	es_ES
dc.type.hasVersion	info:eu-repo/semantics/acceptedVersion	es_ES