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[https://doi.org/10.1016/j.edurev.2018.03.002](https://doi.org/10.1016/j.edurev.2018.03.002) Dessemontet, R. S., Linder, A.-L., Martinet, C., & Martini-Willemin, B.-M. (2021). A descriptive study on reading instruction provided to students with intellectual disability. *Journal of Intellectual Disabilities*. [https://doi.org/10.1177/17446295211016170](https://doi.org/10.1177/17446295211016170) Duke, N. K., & Cartwright, K. B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. *Reading Research Quarterly, 56*(S1), S25-S44. [https://doi.org/10.1002/rrq.411](https://doi.org/10.1002/rrq.411) Education Endowment Foundation (2020). *Improving literacy in Key Stage 1*. Education Endowment Foundation. 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[https://doi.org/10.17763/haer.81.4.t2k0m13756113566](https://doi.org/10.17763/haer.81.4.t2k0m13756113566) Guthrie, J.T., McRae, A. y Klauda, S.L. (2007). Contributions of Concept-Oriented Reading Instruction to knowledge about interventions for motivations in reading. *Educational Psychologist, 42*(4), 237-250. [https://doi.org/10.1080/00461520701621087](https://doi.org/10.1080/00461520701621087) Gutiérrez-Fresneda, R. & Del Olmo, M. T. (2019). Mejora de la comprensión lectora mediante la formulación de preguntas tipo test. *Revista Investigaciones sobre Lectura, 11*, 93-104. [https://doi.org/10.24310/revistaisl.vi11.11106](https://doi.org/10.24310/revistaisl.vi11.11106) Haller, E. P., Child, D. A., & Walberg, H. J. (1988). Can comprehension be taught?: A quantitative synthesis of "metacognitive" studies. *Educational Researcher, 17*(9), 5-8. [https://doi.org/10.2307/1175040](https://doi.org/10.2307/1175040) Hebert, M., Bohaty, J. J., Nelson, J. R., & Brown, J. (2016). The effects of text structure instruction on expository reading comprehension: A meta-analysis. *Journal of Educational Psychology, 108*(5), 609-629. [https://doi.org/10.1037/edu0000082](https://doi.org/10.1037/edu0000082) Joseph, L., Ross, K., Xia, Q., Amspaugh, L. A., & Accurso, J. (2021). Reading comprehension instruction for students with intellectual disabilities: A systematic literature review. *International Journal of Disability, Development and Education*. [https://doi.org/10.1080/1034912X.2021.1892033](https://doi.org/10.1080/1034912X.2021.1892033) Kohn, A., (2018). *Punished by rewards*. Mariner Books. Manning, M., Lewis, M., & Lewis, M. (2010). Sustained silent reading: an update of the research. En E. H. Hiebert & D. R. Reutzel (Eds.). *Revisiting silent reading: New directions for teachers and researchers* (p. 112-128). International Reading Association. McBreen, M., & Savage, R. (2021). The impact of motivational reading instruction on the reading achievement and motivation of students: a systematic review and meta-analysis. *Educational Psychology Review, 33*, 1125-1163. [https://doi.org/10.1007/s10648-020-09584-4](https://doi.org/10.1007/s10648-020-09584-4) McNamara, D. (Ed.) (2007). *Reading comprehension strategies. Theories, interventions and technologies*. Lawrence Erlbaum Associates. Martínez-Cubelos, J., & Ripoll, J. C. (2022). Adaptation of the direct and inferential mediation model of reading comprehension for Spanish speakers: A systematic review. *Revista de Psicodidáctica*. [https://doi.org/10.1016/j.psicoe.2022.05.004](https://doi.org/10.1016/j.psicoe.2022.05.004) Miranda, A., Villaescusa, M. I., & Vidal-Abarca, E. (1997). Is attribution retraining necessary? Use of self-regulation procedures for enhancing the reading comprehension strategies of children with learning disabilities. *Journal of Learning Disabilities, 30*(5), 503-512. [https://doi.org/10.1177/002221949703000506](https://doi.org/10.1177/002221949703000506) Okkinga, M., van Steensel, R., van Gelderen, A. J. S., van Schooten, E., Sleegers, P. J. C., y Arends, L. R. (2018). Effectiveness of reading-strategy interventions in whole classrooms: a meta-analysis. *Educational Psychology Review, 30*, 1215-1239. [https://doi.org/10.1007/s10648-018-9445-7](https://doi.org/10.1007/s10648-018-9445-7) Pérez, M., Raído, M. D., Ovalle, M., González, L., Calero, E., Piedra, A., y Calero, A. (2016). El conocimiento de la estructura textual: una estrategia que ayuda al alumnado de Educación Primaria. *Didáctica. Lengua y Literatura, 28,* 215-242. [https://doi.org/10.5209/DIDA.54080](https://doi.org/10.5209/DIDA.54080) Pyle, N., Vasquez, A. C., Lignugaris/Kraft, B., Gillam, S. L., Ray Reutzel, D., Olszewski, A., Segura, H., Hartzheim, D., Laing, W., & Pyle, D. (2017). Effects of expository text structure interventions on comprehension: A meta-analysis. *Reading Research Quarterly, 52*(4), 469-501. [http://dx.doi.org/10.1002/rrq.179](http://dx.doi.org/10.1002/rrq.179) Ripoll, J. C. (2022, 16 de marzo). Enseñanza de la comprensión lectora a alumnado con autismo. *Comprensión Lectora Basada en Evidencias*. [https://clbe.wordpress.com/2022/03/16/ensenanza-de-la-comprension-lectora-a-alumnado-con-autismo/](https://clbe.wordpress.com/2022/03/16/ensenanza-de-la-comprension-lectora-a-alumnado-con-autismo/) Ripoll, J. C. (2023). La lectura en alumnado hispanohablante con trastorno del desarrollo del lenguaje. Una revisión. *Revista de Logopedia, Foniatría y Audiología,* 43(2), 100291. [https://doi.org/10.1016/j.rlfa.2022.04.004](https://doi.org/10.1016/j.rlfa.2022.04.004) Ripoll, J. C., & Aguado, G. (2014). La mejora de la comprensión lectora en español: un meta-análisis. *Revista de Psicodidáctica, 19*(1), 27-44. [http://dx.doi.org/10.1387/RevPsicodidact.9001](http://dx.doi.org/10.1387/RevPsicodidact.9001) Ripoll, J. C. y Tapia, M. M. (2023). *20 problemas comunes del alumnado con dislexia.Cómo actuar ante ellos de una forma sensata y justificada*. Giunti. Rosehshine, B., & Meister, C. E. (1993). *Reciprocal teaching. A review of 19 experimental studies.* University of Illinois at Urbana-Champaign, technical report 574. Rosenshine, B., Meister, C., & Chapman, S. (1996). Teaching students to generate questions: A review of the intervention studies. *Review of Educational Research, 66*(2), 181-221. [https://doi.org/10.2307/1170607](https://doi.org/10.2307/1170607) Sánchez, E. (1989). *Procedimientos para instruir en la comprensión de textos*. CIDE. Sánchez, E. (2010). *La Lectura En El Aula: Qué se hace, qué se debe hacer y qué se puede hacer*. Graó. Solé, I. (1992). *Estrategias de lectura*. Graó. Taylor, A. M., Stevens, J. R., & Asher, J. W. (2006). The effects of explicit reading strategy training on L2 reading comprehension: A meta-analysis. In J. M. Norris & L. Ortega (Eds.), *Synthesizing research on language learning and teaching* (pp. 213–244). John Benjamins Van der Kleij, F. M., Feskens, R. C. W., & Eggen, T. J. H. M. (2015). Effects of feedback in a computer-based learning environment on students’ learning outcomes: A meta-analysis. *Review of Educational Research, 85*(4), 475-511. [https://doi.org/10.3102/0034654314564881](https://doi.org/10.3102/0034654314564881) Vidal-Abarca, E. y Gilabert, R. (1990). Comprender para aprender: un programa para mejorar la comprensión y el aprendizaje de textos informativos. *Comunicación, Lenguaje y Educación, 6*, 113-124. [https://dialnet.unirioja.es/descarga/articulo/126190.pdf](https://dialnet.unirioja.es/descarga/articulo/126190.pdf) Wang, Y., & Williams, C. (2014). Are we hammering square pegs Into round holes? An investigation of the meta-analyses of reading research with students who are d/deaf or hard of hearing and students who are hearing. *American Annals of the Deaf, 159*(4), 323-345. [https://doi.org/10.1353/aad.2014.0029](https://doi.org/10.1353/aad.2014.0029) What Works Clearinghouse (2007). *Effective literacy and English language instruction for English learners in the Elementary grades.* Institute for Education Sciences. What Works Clearinghouse (2014). *Teaching academic content and literacy to English learners in Elementary and Middle School.* Institute for Education Sciences. What Works Clearinghouse (2022). *Providing Reading Interventions for Students in Grades 4–9.* Institute for Education Sciences. Yapp, D. J. (2021). *An approach to academic success: Improving second language reading performance in higher education through explicit reading strategy instruction* \[Tesis doctoral. Universidad de Utrecht\]. Utrecht University Repository. [https://dspace.library.uu.nl/handle/1874/406848](https://dspace.library.uu.nl/handle/1874/406848) Yoon, J. C. (2002). Three decades of sustained silent reading: a meta-analytic review of the effects of SSR on attitude toward reading. *Reading Improvement, 39*(4), 186-195. Yoon, J. C. (2003). What a meta analytic review of three decades of SSR says about reading comprehension. *The Journal of Curriculum & Evaluation 6*(2), 171-186. [https://doi.org/10.29221/jce.2003.6.2.171](https://doi.org/10.29221/jce.2003.6.2.171) # Créditos ##### Autores del curso Grupo ERI Lectura (Universidad de Valencia) Juan Cruz Ripoll Salceda ##### Créditos
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