No. 36 (2024): Monográfico: La lectura y la escritura en contextos educativos: una panorámica de investigaciones en el ámbito hispánico

DOI: https://doi.org/10.24197/ogigia.36.2024

Published: 2024-12-24

Créditos

• Créditos y tabla de contenidos

  1-10

  • pdf (Spanish)

Editorial

• La lectura y la escritura en contextos educativos: una panorámica de investigaciones en el ámbito hispánico

  Inmaculada Clotilde Santos Díaz, Enrique Sologuren Insúa

  11-22

  • pdf (Spanish)

Artículos

• Didactic proposals based on constructive hyperfiction to strengthen the orthographic competence

  Álvaro Clavijo Corchero, Rebeca Lázaro Niso

  23-47

  • pdf (Spanish)

• Discursive rhetorical model for the area of education: the didactic guide genre in the Spanish language

  Enrique Sologuren Insua, Pamela Salazar, Domingo Naretto, Magdalena Vigneaux

  49-82

  • pdf (Spanish)

• Differences in reading preferences of preservice teachers according to frequent reading language (Galician and Spanish)

  Isabel Mociño González, Carla María Míguez Álvarez

  83-105

  • pdf (Spanish)

• Development of critical thinking in Primary Education through the picture book La esposa del Conejo Blanco

  Eva María Villar Secanella, María Valeria López Castillo

  107-127

  • pdf (Spanish)

• Teaching knowledge in dialogic literary gatherings: a case study

  Oscar Araya Maldonado, Cristina del Moral Barrigüete

  129-151

  • pdf (Spanish)

• (Re)knowing Federico García Lorca in public spaces. The Lorca linguistic landscape as a source for literary education

  Clara Eugenia Peragón López

  153-176

  • pdf (Spanish)

• Literary Writing and Creativity in the Formation of the Competent Reader

  Francesc Rodrigo Segura, Noelia Ibarra Rius

  177-204

  • pdf (Spanish)

• Impact of interest in reading on lexical competence in Spanish and a foreign language in Primary Education

  Rocío Escudero Sánchez, Inmaculada Clotilde Santos Díaz, Ester Trigo Ibáñez

  205-227

  • pdf (Spanish)

• Retroalimentación de la escritura del Trabajo Final de Grado en dos variantes del español

  Fernando Lillo-Fuentes, Paulina Meza, Carmen López-Ferrero

  229-256

  • pdf (Spanish)

• Design and application of an instrument to evaluate argumentative academic essays

  Steffanie Kloss, Gina Burdiles Fernández

  257-288

  • pdf (Spanish)

• Semi-automated validation of the discursive rhetorical model of the Final Report of the Project Title

  Constanza Cerda, René Venegas Velásquez

  289-312

  • pdf (Spanish)