Listar por autor "Luque-Vilaseca, Juan Luis"
Mostrando ítems 1-9 de 9
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A Supplemental computer-assisted intervention to prevent early reading difficulties in spanish learners: a randomised controlled trial
Luque-Vilaseca, Juan Luis
; Giménez-de-la-Peña, Almudena; Bordoy Castro, Soraya; Sánchez, Auxiliadora; Sopena, Josep (2016-09-26)
Difficulties implementing effective instruction for at-risk students arise from two challenges: evidence-based knowledge transfer and lack of economic resources. Computer-assisted programs can offer a suitable solution, ... -
De la Teoría Fonológica a la Identificación Temprana y el Diagnóstico Diferencial de la Dislexia Evolutiva
(Servicio de Publicaciones y Divulgación Científica, 2016)El objetivo general de este estudio consiste en contribuir a la construcción de un instrumento de diagnóstico diferencial de la dislexia evolutiva a partir del marco de la teoría fonológica. Para ello, validamos el ... -
Desarrollo y comprensión de textos: el papel del conocimiento activo
Luque-Vilaseca, Juan Luis (2017-01-10)
Dos han sido los objetivos fundamentales de esta tesis. En primer lugar, estudiar el papel del conocimiento activo en el proceso de construcción de la macroestructura. Para ello realizamos dos experimentos desarrollando ... -
Evaluación de estudiantes universitarios con dificultades lectoras
López Pérez, Javier; López-Zamora, Miguel; López Rivas, Laura; Durán, Alba; Giménez-de-la-Peña, Almudena; Luque-Vilaseca, Juan Luis[et al.] (2018-10-10)
Se está desarrollando un procedimiento para identificar a estudiantes universitarios con dificultades lectora. Se presenta el material inicial y los resultados preliminares. -
Hybrid genetic algorithm for clustering IC topographies of EEGs
Munilla-Fajardo, Jorge; Al-Safi, Haedar E. S.; Ortiz-García, Andrés; Luque-Vilaseca, Juan Luis (Springer, 2023)
Clustering of independent component (IC) topographies of Electroencephalograms (EEG) is an effective way to find brain-generated IC processes associated with a population of interest, particularly for those cases where ... -
A multiple risk factor perspective and prediction of literacy acquisition and learning difficulties of Spanish children ages 3 -6
López-Pérez, Pedro J.; López-Zamora, Miguel; Sánchez, Auxiliadora; Milani, Giada; Luque-Vilaseca, Juan Luis; Ortiz-García, Andrés; Munilla-Fajardo, Jorge; Giménez-de-la-Peña, Almudena[et al.] (2018-10-10)
Purpose: Investigating the predictive power of early linguistic and cognitive skills, and genetic risk on Spanish literacy acquisition and learning difficulties within a prevention-oriented RTI model. Method: Participants ... -
A multiple risk factor perspective on the prediction of literacy acquisition and learning difficulties for Spanish children ages 4-6 and 5-7
Giménez-de-la-Peña, Almudena; Luque-Vilaseca, Juan Luis; Ortiz, Andrés; Cobo, Amparo; López-Zamora, Miguel; Sánchez, Auxiliadora; López-Pérez, Javier[et al.] (2019-10-17)
The goal or this research is to identify the tasks with the highest predictive power yusing a Multidimensional Longitudinal Approach within a prevention-oriented RtI model. The assessment of genetic family risk, early ... -
Temporal phase synchrony disruption in dyslexia: anomaly patterns in auditory processing
Formoso Trigo, Marco Antonio; Ortiz-García, Andrés; Martınez Murcia, Francisco J.; Aquino Brítez, Diego; Escobar, Juan José; Luque-Vilaseca, Juan Luis[et al.] (2022)
The search for a dyslexia diagnosis based on exclusively objective methods is currently a challenging task. Usually, this disorder is analyzed by means of behavioral tests prone to errors due to their subjective nature; ...