{"id":26,"date":"2026-03-17T12:02:39","date_gmt":"2026-03-17T11:02:39","guid":{"rendered":"http:\/\/newlabdicole.local\/?page_id=26"},"modified":"2026-03-20T17:43:26","modified_gmt":"2026-03-20T16:43:26","slug":"publicaciones","status":"publish","type":"page","link":"https:\/\/institucional.us.es\/newlabdicole\/publicaciones\/","title":{"rendered":"Publicaciones"},"content":{"rendered":"\n<p>PUBLICACIONES 2025:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ortiz-G\u00f3mez, M., Ju\u00e1rez-Ram\u00edrez, R., Sol\u00eds-Campos, A., Salda\u00f1a, D., Rodr\u00edguez-Ortiz, I. R. (2025). A Gamified Intervention Programme for the Supervision of Reading Comprehension in Deaf Students. <em>Investigaciones Sobre Lectura<\/em>, <em>20<\/em>(1), 125-150. <a href=\"https:\/\/doi.org\/10.24310\/isl.20.1.2025.20424\">https:\/\/doi.org\/10.24310\/isl.20.1.2025.20424<\/a><\/li>\n\n\n\n<li>Panadero, E., Delgado, P., Barrenetxea-M\u00ednguez, L.\u00a0<em>et al.<\/em>\u00a0(2025). How dominant language influences rubric reading and task performance: Insights from eye-tracking research.\u00a0<em>European Journal of Psychology of Education<\/em>\u00a0<em>40<\/em>, 55. <a href=\"https:\/\/doi.org\/10.1007\/s10212-025-00951-9\">https:\/\/doi.org\/10.1007\/s10212-025-00951-9<\/a><\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I.R., Sol\u00eds-Campos, A., Erena Guardia, G., Rivero-Contreras, M. (2025). Lectura estrat\u00e9gica en adolescentes con sordera. En Mar\u00eda del Carmen Rodr\u00edguez-Jim\u00e9nez, Irene Puerta-Ara\u00f1a, Mar\u00eda Teresa Mart\u00edn-Aragoneses (coords.) <em>Sordera, discapacidad auditiva y sordoceguera en el siglo XXI desaf\u00edos, innovaciones y caminos por recorrer<\/em>, 189-198<strong>.<\/strong> Dykinson. <a href=\"https:\/\/doi.org\/10.14679\/4630\">https:\/\/doi.org\/10.14679\/4630<\/a>.<\/li>\n\n\n\n<li>Sol\u00eds-Campos, A., G\u00f3mez-Merino, N., Rodr\u00edguez-Ortiz , I.R., Salda\u00f1a Sage, D. (2025). Comprensi\u00f3n lectora y uso de im\u00e1genes en estudiantes sordos y oyentes. En Mar\u00eda del Carmen Rodr\u00edguez-Jim\u00e9nez, Irene Puerta-Ara\u00f1a, Mar\u00eda Teresa Mart\u00edn-Aragoneses (coords.) <em>Sordera, discapacidad auditiva y sordoceguera en el siglo XXI desaf\u00edos, innovaciones y caminos por recorrer<\/em>, 63-70<strong>.<\/strong> Dykinson. <a href=\"https:\/\/doi.org\/10.14679\/4630\">https:\/\/doi.org\/10.14679\/4630<\/a>.<\/li>\n\n\n\n<li>Rivero-Contreras-Miriam, Aldemir, H., Erena-Guardia, G., Fern\u00e1ndez-Torres, V., Ortiz-G\u00f3mez, M., Urrea-Echevarr\u00eda, A. L., Rodr\u00edguez-Ortiz, I. R. (2025). Accesibilidad cognitiva en el contexto educativo universitario: una experiencia de evaluaci\u00f3n del entorno f\u00edsico y propuestas de mejora. En Figuereo Ben\u00edtez, Juan Carlos, Victoria Garc\u00eda Prieto, Bonilla del R\u00edo, M\u00f3nica (coords.) <em>Innovaci\u00f3n docente y discapacidad \u2013 Inclusi\u00f3n y accesibilidad en el \u00e1mbito educativ<\/em>o, 195\u2013218. Universidad de Sevilla (Colecci\u00f3n Ciencias de la Educaci\u00f3n n.<sup>o<\/sup> 46). <a href=\"https:\/\/doi.org\/https:\/\/dx.doi.org\/10.12795\/9788447226665\">https:\/\/doi.org\/https:\/\/dx.doi.org\/10.12795\/9788447226665<\/a><\/li>\n\n\n\n<li>Urrea-Echevarr\u00eda, A.L., Rodr\u00edguez-Ortiz, I.R., Salda\u00f1a, D. (2025). La funci\u00f3n de la tecnolog\u00eda en la adquisici\u00f3n de vocabulario en ni\u00f1os con autismo: un an\u00e1lisis del impacto de tablet, robot y m\u00e9todo tradicional sin tecnolog\u00eda. En Juan Jes\u00fas Guti\u00e9rrez-Castillo, Roc\u00edo Pi\u00f1ero-Virue, Antonio Le\u00f3n-Garrido, Marta Montenegro-Rueda (coords.) <em>Transformando la educaci\u00f3n pensamiento computacional y rob\u00f3tica como motores de innovaci\u00f3n<\/em>, 209-223. Dykinson, S.L. <a href=\"https:\/\/doi.org\/10.14679\/4024\">https:\/\/doi.org\/10.14679\/4024<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2024:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Romero, M., Altamura, L., Salmer\u00f3n, L., Delgado, P. (2024).&nbsp;Media multitasking reading habits are negatively associated to text comprehension and metacomprehension,&nbsp; <em>Learning and Individual Differences, 117.&nbsp;<\/em><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S1041608024001869?via%3Dihub#:~:text=https%3A\/\/doi.org\/10.1016\/j.lindif.2024.102593\">https:\/\/doi.org\/10.1016\/j.lindif.2024.102593&nbsp;<\/a><\/li>\n\n\n\n<li>Cantillo-Horrillo, C., Rodr\u00edguez-Ortiz, I.R. (2024). Bimodal bilingualism and executive functions: Possible effects on inhibition, planning, and working memory,&nbsp;<em>Revista Signos. Estudios de Ling\u00fc\u00edstica, 57<\/em>&nbsp;(116), 678-709.&nbsp;<a href=\"https:\/\/doi.org\/10.4151\/S0718-09342024011601019\">https:\/\/doi.org\/10.4151\/S0718-09342024011601019<\/a><\/li>\n\n\n\n<li>Fajardo, I.; G\u00f3mez-Merino, N.; Ferrer, A.; Rodriguez-Ortiz, Isabel R. (2024). Hearing what you can\u2019t see: Effects of face masks on speech perception and eye movement by adults with hearing loss.&nbsp;<em>Journal of Speech, Language, and Hearing Research<\/em>, 1-21.&nbsp;<a href=\"https:\/\/doi.org\/10.1044\/2024_jslhr-22-00562\">https:\/\/doi.org\/10.1044\/2024_jslhr-22-00562<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/doi.org\/10.1044\/2024_jslhr-22-00562\"><\/a>Rodriguez-Ortiz, Isabel R., Moreno-P\u00e9rez, F. J., Salda\u00f1a, D. (2024). Reading Metacomprehension of Spanish Deaf and Hard-of-Hearing Students.&nbsp;<em>Journal of Deaf Studies and Deaf Education<\/em>, 1-10.&nbsp;<a href=\"https:\/\/doi.org\/10.1093\/jdsade\/enae030\">https:\/\/doi.org\/10.1093\/jdsade\/enae030<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/doi.org\/10.1093\/jdsade\/enae030\"><\/a>Rivero-Contreras, M., y Salda\u00f1a, D. (2024). El impacto de la lectura f\u00e1cil a trav\u00e9s de medidas objetivas: apoyo visual, simplificaci\u00f3n l\u00e9xica y movimientos oculares. En R. Porcher Scherer, S. Trevisan, V. de Oliveira Dagostim Pires y V. Pasqualin Machado (Eds),&nbsp;<em>Leitura F\u00e1cil e Linguagem Simples na educa\u00e7\u00e3o inclusiva: pelo direito de entender&nbsp;<\/em>(pp. 81-99). Pedro &amp; Jo\u00e3o editores.&nbsp;<a href=\"https:\/\/pedroejoaoeditores.com.br\/produto\/leitura-facil-e-linguagem-simples-na-educacao-inclusiva-pelo-direito-de-entender\/\">https:\/\/pedroejoaoeditores.com.br\/produto\/leitura-facil-e-linguagem-simples-na-educacao-inclusiva-pelo-direito-de-entender\/<\/a><\/li>\n\n\n\n<li>Urrea, Ana Lucia;&nbsp; Fern\u00e1ndez-Torres, Vanessa; Rodriguez-Ortiz, Isabel R. and Salda\u00f1a, David (2024). The use of technology-assisted intervention in vocabulary learning for children with autism spectrum disorder: a systematic review. <em>Frontiers in Psychology<\/em>, 15.<a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2024.1370965\">&nbsp;https:\/\/doi.org\/10.3389\/fpsyg.2024.1370965<\/a><\/li>\n\n\n\n<li>Harding, S., Keli\u0107, M., Ulfsdottir, T., Baena, S. Feilberg, J., Jensen de L\u00f3pez, K.M., Klatte, I. S., Lyons, R., Mantel, T. C., Novogrodsky, R., Rodr\u00edguez-Ortiz, I. R., Zajd\u00f3, K. (2024). <em>Rearing a child with a language disorder: parents experiences with speech and language therapy services in 10 countries.<\/em> J Public Health (Berl.). https:\/\/doi.org\/10.1007\/s10389-024-02264-5<\/li>\n\n\n\n<li>Rivero-Contreras, M., Salda\u00f1a, D., &amp; Micai, M. (2024).&nbsp;An Introduction to Theory of Mind: Fundamental Concepts and Issues. In T. Lopez-Soto, A. Garcia-Lopez, &amp; F.J. Salguero-Lamillar (eds),&nbsp;<em>The Theory of Mind Under Scrutiny: Psychopathology, Neuroscience, Philosophy of Mind and Artificial Intelligence.&nbsp;<\/em>Logic, Argumentation &amp; Reasoning, 34 (pp. 11-33). Springer, Cham.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/978-3-031-46742-4_2\">https:\/\/doi.org\/10.1007\/978-3-031-46742-4_2<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2023:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Delgado, P. y Rodr\u00edguez-Ortiz, I.R. (2023). Theory of Mind and Reading. En: Lopez-Soto, T., Garcia-Lopez, A., Salguero-Lamillar, F.J. (eds) The Theory of Mind Under Scrutiny. Logic, Argumentation &amp; Reasoning, vol 34, 73-101. Springer, Cham. https:\/\/doi.org\/10.1007\/978-3-031-46742-4_4<\/li>\n\n\n\n<li>Erena , Gema, Vulchanova, Mila, Salda\u00f1a, David (2023).&nbsp;Theory of Mind in Autism: From a Primary Deficit to Just Mutual Misunderstanding?. Pag. 161-188.&nbsp;En: The Theory of Mind Under Scrutiny. Logic, Argumentation &amp; Reasoning. Springer, Cham. ISBN 978-3-031-46741-7<\/li>\n\n\n\n<li>El Shemy, Ibrahim, Urrea, Ana Luc\u00eda, Erena, Gema, Salda\u00f1a, David, Vulchanova, Mila, et. al. (2023).&nbsp;Enhancing the vocabulary learning skills of autistic children using augmented reality: a participatory design perspective. Pag. 87-96.&nbsp;En: LDT &#8217;23: Proceedings of the 2023 Symposium on Learning, Design and Technology. New York, NY, United States. ACM &#8211; Association for Computing Machinery. ISBN 979-8-4007-0736-0<\/li>\n\n\n\n<li>Ramos-Carrillo,&nbsp;J. M., &amp;&nbsp;Moreno-Perez,&nbsp;F. J.&nbsp;(2023).&nbsp;Detecting reading difficulties in Spanish in older elementary students in the context of the Response to Intervention model.&nbsp;<em>Dyslexia<\/em>,&nbsp;29(4),&nbsp;330\u2013346.&nbsp;<a href=\"https:\/\/doi.org\/10.1002\/dys.1755\">https:\/\/doi.org\/10.1002\/dys.1755<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Rivero-Contreras, M., Engelhardt, P. E., Delgado, P., &amp; Salda\u00f1a, D. (2023). Does the timing of visual support affect sentence comprehension? An eye-tracking study, The Journal of Experimental Education. https:\/\/doi.org\/10.1080\/00220973.2023.2287444<\/li>\n\n\n\n<li>Delgado, P., Fajardo, I., Lucas, B., Ferrer, A. &amp; \u00c1vila, V. (2023). Young adults with intellectual disability, their relatives, and the Internet: perceptions and use during COVID-19 confinement in Spain, Behaviour &amp; Information Technology. https:\/\/doi.org\/10.1080\/0144929X.2023.2274882<\/li>\n\n\n\n<li>Salmer\u00f3n, L., Altamura, L., Delgado, P., Karagiorgi, A., &amp; Vargas, C. (2023). Reading comprehension on handheld devices versus on paper: A narrative review and meta-analysis of the medium effect and its moderators. Journal of Educational Psychology. https:\/\/doi.org\/10.1037\/edu0000830<\/li>\n\n\n\n<li>Aldemir, H\u00fclya; Sol\u00eds-Campos, Adri\u00e1n; Salda\u00f1a, David; Rodriguez-Ortiz, Isabel Reyes: A Systematic Review and Meta-Analysis of Vocabulary Interventions for Deaf\/Hard-of-Hearing Children and Adolescents (2023). Journal of Speech and Hearing Research, 66(8), 2831-2857. https:\/\/doi.org\/10.1044\/2023_JSLHR-22-00570<\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I.R., D\u00edaz Acosta., A., Simpson, I.C. (2023). Reading Habits of Deaf and Hard-of-Hearing Adults. American Annals of the Deaf, 167(5), 644-671. https:\/\/doi.org\/10.1353\/aad.2023.0005<\/li>\n\n\n\n<li>Sol\u00eds-Campos, A., Aldemir, H., Rodr\u00edguez-Ortiz, I. R., &amp; Salda\u00f1a, D. (2023). Executive functions, reading comprehension and children with cochlear implant: A scoping review. <em>Deafness &amp; Education International<\/em>, 1\u201321. https:\/\/doi.org\/10.1080\/14643154.2023.2205759<\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I.R., Moreno-P\u00e9rez, F.J., Navarro, J.J., Ortiz-G\u00f3mez, M. y Salda\u00f1a, D. (2022). Lectura y sordera: en busca de la especificidad. En A.B. Dom\u00ednguez Guti\u00e9rrez, M. Valmaseda y C. Velasco Alonso (coords.). <a href=\"https:\/\/eusal.es\/eusal\/catalog\/book\/2483\">Tendencias actuales en la investigaci\u00f3n en lenguaje escrito y sordera<\/a>, 127-154. Salamanca (Espa\u00f1a): Ediciones Universidad de Salamanca.<\/li>\n\n\n\n<li>Rivero-Contreras, M., Engelhardt, P. E., &amp; Salda\u00f1a, D. (2023). Do easy-to-read adaptations really facilitate sentence processing for adults with a lower level of education? An experimental eye-tracking study. <em>Learning and Instruction<\/em>, <em>84<\/em>, 101731. https:\/\/doi.org\/10.1016\/j.learninstruc.2022.101731<\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2022:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Erena Guardia, G., Sol\u00eds Campos, A., Arenas, L., Borrero Borrero, M. L., Cala Gil, R., Carpio Ponce, A. I., Conde Carmona, T., Garc\u00eda S\u00e1nchez, D., Mart\u00edn \u00c1lvarez, P., Mera G\u00f3mez, J. M., Moreno P\u00e9rez, F. J., Moreno Ramos, R. M., Ortiz G\u00f3mez, M., Rivero Contreras, M., Rodr\u00edguez Ortiz, I. R., Tristancho Frutos, M. D. L. N. T. F., Viejo Hern\u00e1ndez, M. V. H., Vila Pariente, S. &amp; Salda\u00f1a, D. (2022). Proceso de evaluaci\u00f3n de pictogramas: Cat\u00e1logo de se\u00f1alizaci\u00f3n accesible andaluz. <em>Siglo Cero Revista Espa\u00f1ola sobre Discapacidad Intelectual<\/em>, <em>53<\/em>(4), 165-189. https:\/\/doi.org\/10.14201\/scero2022534165189<\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I. R. &amp; Moreno-P\u00e9rez, F. J. (2022). Percepci\u00f3n universitaria de las clases virtuales durante la COVID-19. <em>International Journal of Educational Research and Innovation<\/em>, <em>18<\/em>, 80-99. https:\/\/doi.org\/10.46661\/ijeri.7299<\/li>\n\n\n\n<li>Bustamante, J.C. &amp; Navarro, J.-J. (2022). Technological Tools for the Intervention and Computerized Dynamic Assessment of Executive Functions. In: F. Alcantud-Mar\u00edn, M.F. L\u00f3pez-Ram\u00f3n, E. Navarro-Pardo, V. Moreno-Campos, &amp; Y. Alonso-Esteban, <em>Handbook of Research on Neurocognitive Development of Executive Functions and Implications for Intervention<\/em>, (pp. 310-339). IGI Global. DOI:&nbsp;<a href=\"https:\/\/www.igi-global.com\/chapter\/technological-tools-for-the-intervention-and-computerized-dynamic-assessment-of-executive-functions\/300949\">10.4018\/978-1-7998-9075-1.ch014<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2021:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Garrido, M.A. &amp; Navarro, J.J. (2021). Evaluaci\u00f3n funcional del aprendizaje de la lectura: un estudio de caso. En: A. Dosil, <em>Afilar la mente como herramienta del pensar. Intervenci\u00f3n para la mejora del aprendizaje y de los procesos cognitivos<\/em>, (pp. 271-289). Servicio de Publicaciones de la Universidad de Vigo.<\/li>\n\n\n\n<li>Ib\u00e1\u00f1ez-Alfonso, J.A., Hern\u00e1ndez-Cabrera, J.A., Du\u00f1abeitia. J.A., Est\u00e9vez, A., Macizo, P., Bajo, M.T., Fuentes, L.J., &amp; Salda\u00f1a, D. (2021). Socioeconomic status, culture, and reading comprehension in immigrant students.&nbsp;<em>Frontiers in Psychology,<\/em>&nbsp;<em>12,&nbsp;<\/em>752273. <a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2021.752273\">https:\/\/doi.org\/10.3389\/fpsyg.2021.752273<\/a><\/li>\n\n\n\n<li>Frizelle, P., Tolonen, A.-K., Tulip, J., Murphy, C.-A., Salda\u00f1a, D., &amp; McKean, C. (2021). The Impact of Intervention Dose Form on Oral Language Outcomes for Children With Developmental Language Disorder. <em>Journal of Speech, Language and Hearing Research, <\/em>1-36. <a href=\"https:\/\/doi.org\/10.1044\/2021_JSLHR-20-00734\">https:\/\/doi.org\/10.1044\/2021_JSLHR-20-00734<\/a><\/li>\n\n\n\n<li>Navarro, J.-J., Rodr\u00edguez, A., Escolado-P\u00e9rez, E., Alcaraz-Iborra, M., y Bustamante, J.-C. (2021). Dise\u00f1o y construcci\u00f3n de una plataforma web para la evaluaci\u00f3n din\u00e1mica y la optimizaci\u00f3n de funciones ejecutivas en estudiantes con trastornos del neurodesarrollo y el aprendizaje. En M. Berm\u00fadez V\u00e1zquez (Coord.), <em>Luces en el camino: filosof\u00eda y ciencias sociales en tiempos de desconcierto<\/em> (pp. 2957-2974). Dykinson, S.L.<\/li>\n\n\n\n<li>Jensen de L\u00f3pez, K.M., Feilberg, J.; Baena, S&#8230; Rodr\u00edguez-Ortiz, I. R. (2021). \u201cSo, I told him to look for friends!\u201d Barriers and protecting factors that may facilitate inclusion for children with Language Disorder in everyday social settings: cross-cultural qualitative interviews with parents. <em>Research in Developmental Disabilities, 115<\/em>, 103963. <a href=\"https:\/\/doi.org\/10.1016\/j.ridd.2021.103963\">https:\/\/doi.org\/10.1016\/j.ridd.2021.103963<\/a><\/li>\n\n\n\n<li>Rivero-Contreras, M., y Salda\u00f1a, D. (2021). Comprensi\u00f3n lectora en autismo: revisi\u00f3n de las intervenciones y sus niveles de evidencia. <em>Psychology, Society &amp; Education, 13<\/em>(2), 87-102. <a href=\"https:\/\/ojs.ual.es\/ojs\/index.php\/psye\/article\/view\/2977\">https:\/\/dx.doi.org\/10.25115\/psye.v13i2.2977<\/a><\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I.R., Moreno-P\u00e9rez, F.J., Simpson, I.C., Vald\u00e9s-Coronel, M., &amp; Salda\u00f1a, D. (2021). The Influence of Syntactic Knowledge on Reading Comprehension Varies as a Function of Oral Vocabulary in Spanish Speaking Children. <em>Journal of Research in Reading<\/em>. <a href=\"https:\/\/doi.org\/10.1111\/1467-9817.12363\">https:\/\/doi.org\/10.1111\/1467-9817.12363<\/a><\/li>\n\n\n\n<li>Jensen de L\u00f3pez, K.M., Lyons, R., Novogrodsky, R., Baena, S.; Feilberg, J., Harding, S., Keli\u0107, M., Klatte, I.S., Mantel, T.C., Tomazin, M.O., Ulfsdottir, T.S., Zajd\u00f3, K, Rodr\u00edguez-Ortiz, I. R. (2021). Exploring Parental Perspectives of Childhood Speech and Language Disorders Across 10 countries: A Pilot Qualitative Study.&nbsp;<em>Journal of Speech, Language, and Hearing Research<\/em>, 1-9.&nbsp;<a href=\"https:\/\/pubs.asha.org\/doi\/10.1044\/2020_JSLHR-20-00415\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1044\/2020_JSLHR-20-00415<\/a><\/li>\n\n\n\n<li>Rivero-Contreras, M., Engelhardt, P.E., &amp; Salda\u00f1a, D. (2021). An experimental eye-tracking study of text adaptation for readers with dyslexia: effects of visual support and word frequency.&nbsp;<em>Annals of Dyslexia, 71,&nbsp;<\/em>170-187.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s11881-021-00217-1\">https:\/\/doi.org\/10.1007\/s11881-021-00217-1<\/a><\/li>\n\n\n\n<li>Frizelle, P., Tolonen, A. K., Tulip, J., Murphy, C. A., Salda\u00f1a, D., &amp; McKean, C. (in press). The Influence of Quantitative Intervention Dosage on Oral Language Outcomes for Children With Developmental Language Disorder: A Systematic Review and Narrative Synthesis. <em>Language, Speech, and Hearing Services in Schools. <\/em><a href=\"https:\/\/doi.org\/10.1044\/2020_LSHSS-20-00058\">https:\/\/doi.org\/10.1044\/2020_LSHSS-20-00058<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2020:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Mardones, T., Navarro, J.-J., y Zamorano, L. (2020). Identificaci\u00f3n de patrones instruccionales de mediaci\u00f3n relacionados con progresos en comprensi\u00f3n lectora en contextos de desventaja sociocultural. <em>Anales de Psicolog\u00eda, 36<\/em>(2), 283-294. <a href=\"https:\/\/doi.org\/10.6018\/analesps.346401\">https:\/\/doi.org\/10.6018\/analesps.346401<\/a><\/li>\n\n\n\n<li>Navarro, J.-J., Alcaraz-Iborra, M., Rodr\u00edguez, A., y Escolado-P\u00e9rez, E. (2020). ADAPTIVELEARNING: Un proyecto de desarrollo tecnol\u00f3gico para la evaluaci\u00f3n din\u00e1mica y la optimizaci\u00f3n de funciones ejecutivas en estudiantes con trastornos del neurodesarrollo y el aprendizaje. En J. J. G\u00e1zquez Linares, M. M. Molero Jurado, A. Martos Mart\u00ednez, A. B. Barrag\u00e1n Mart\u00edn, M. M. Sim\u00f3n M\u00e1rquez, M. Sisto, R. M. Pino Salvador, y B. M. Tortosa Mart\u00ednez (Comps.), <em>Investigaci\u00f3n en el \u00e1mbito escolar. Nuevas realidades en un acercamiento multidimensional a las variables psicol\u00f3gicas y educativas <\/em>(pp. 853-863). Dykinson, S.L.<\/li>\n\n\n\n<li>Stankova, M., Rodr\u00edguez-Ortiz, I. R., Mati\u0107, A., Levickis, P., Lyons, R., Messarra, C., \u2026 Law, J. (2020). Cultural and Linguistic Practice with Children with Developmental Language Disorder: Findings from an International Practitioner Survey. <em>Folia Phoniatrica et Logopaedica<\/em>, 1\u201313. <a href=\"https:\/\/doi.org\/10.1159\/000511903\">https:\/\/doi.org\/10.1159\/000511903<\/a><\/li>\n\n\n\n<li>Micai, M., Vulchanova, M., &amp; Salda\u00f1a, D. (2020). Reading Goals and Executive Function in Autism: An Eye-Tracking Study. <em>Autism Research<\/em>, 1\u201318. <a href=\"https:\/\/doi.org\/10.1002\/aur.2447\">https:\/\/doi.org\/10.1002\/aur.2447<\/a><\/li>\n\n\n\n<li>Vald\u00e9s-Coronel, M., Simpson, I. C., y Rodr\u00edguez-Ortiz, I. R. (2020). Una intervenci\u00f3n en monitorizaci\u00f3n para mejorar la lectura: una experiencia con grupos grandes. En A. D\u00edez Mediavilla y R. Guti\u00e9rrez Fresneda (Eds.), <em>Lectura y dificultades lectoras en el siglo XXI<\/em>, (pp. 363-381). Octaedro. <a href=\"https:\/\/octaedro.com\/libro\/lectura-y-dificultades-lectoras-en-el-siglo-xxi\/\">https:\/\/octaedro.com\/libro\/lectura-y-dificultades-lectoras-en-el-siglo-xxi\/<\/a><\/li>\n\n\n\n<li>Rivero-Contreras, M., y Salda\u00f1a, D. (2020). \u00bfLegibilidad es sin\u00f3nimo de comprensi\u00f3n en Lectura F\u00e1cil? Una revisi\u00f3n de estudios sobre comprensi\u00f3n lectora en textos adaptados o simplificados y su calidad metodol\u00f3gica. En A. D\u00edez Mediavilla y R. Guti\u00e9rrez Fresneda (Eds.),&nbsp;<em>Lectura y dificultades lectoras en el siglo XXI<\/em>, (pp. 714-728). Octaedro. <a href=\"https:\/\/octaedro.com\/libro\/lectura-y-dificultades-lectoras-en-el-siglo-xxi\/\">https:\/\/octaedro.com\/libro\/lectura-y-dificultades-lectoras-en-el-siglo-xxi\/<\/a><\/li>\n\n\n\n<li>Moreno-P\u00e9rez, F.J., Rodr\u00edguez Ortiz, I.R., Tavares, G. y Salda\u00f1a, D. (2020). Comprehending reflexive and clitic constructions in children with autism spectrunm disorder and developmental language disorder. International Journal of Language &amp; Communication Disorders. <a href=\"https:\/\/doi.org\/10.1111\/1460-6984.12568\">https:\/\/doi.org\/10.1111\/1460-6984.12568<\/a><\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I.R., P\u00e9rez, M., Valmaseda, M., Cantillo, C., D\u00edez, M.A., Montero, I., Moreno-P\u00e9rez, F.J., Pardo-Guijarro, M.J., &amp; Salda\u00f1a, D. (2020).A Spanish Sign Language (LSE) adaptation of the Communicative Development Inventories. <em>Journal of Deaf Studies and Deaf Education, 25<\/em>(1), 105-114. doi:&nbsp;<a href=\"https:\/\/academic.oup.com\/jdsde\/article\/25\/1\/105\/5593697\">10.1093\/deafed\/enz033<\/a><\/li>\n\n\n\n<li>Simpson, I.C., Moreno-P\u00e9rez, F.J., Rodr\u00edguez-Ortiz, I.R., Vald\u00e9s-Coronel, M., &amp; Salda\u00f1a, D. (2020)<em>.<\/em>&nbsp;The effects of morphological and syntactic knowledge on reading comprehension in spanish speaking children.&nbsp;<em>Reading and Writing,<\/em>&nbsp;33,329\u2013348. doi:&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s11145-019-09964-5\">10.1007\/s11145-019-09964-5<\/a>.<\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2019:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ruiz-Mart\u00ednez, F.J., Rodr\u00edguez-Mart\u00ednez, E.I., Wilson, E., Yau, S., Salda\u00f1a, D., &amp; G\u00f3mez, C.M. (2019). Impaired P1 Habituation and Mismatch Negativity in Children with Autism Spectrum Disorder<em>. Journal of Autism and Developmental Disorders<\/em>, 1-14.&nbsp;<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10803-019-04299-0\">https:\/\/link.springer.com\/article\/10.1007\/s10803-019-04299-0<\/a><\/li>\n<\/ul>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Law, J., Levickis, P., Rodriguez-Ortiz, I.R., Matic, A., Lyons, R., Messarra, C., Kouba Hreich E., Stankova, M. (2019). Working with the parents and families of children with developmental language disorders: an international perspective. <em>Journal of Communication Disorders, 82<\/em>, 105922.<a href=\"https:\/\/doi.org\/10.1016\/j.jcomdis.2019.105922\"> doi:&nbsp;10.1016\/j.jcomdis.2019.105922<\/a><\/li>\n\n\n\n<li>Salda\u00f1a, D. &amp; Murphy, C.-A. (2019). Theory and intervention in developmental language disorder: The view of the European practitioner. In Law, J., McKean, C., Murphy, C.-A., &amp; Thordardottir, E. (Eds.), <em>Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond <\/em>(pp. 56-83). London: Routledge.<\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I. R., Acosta-Rodr\u00edguez, V. M., Nieva, S., &amp; Salda\u00f1a, D. (2019). National Vignettes: Spain. In Law, J., McKean, C., Murphy, C.-A., &amp; Thordardottir, E. (Eds.), <em>Managing Children with Developmental Language Disorder: Theory and Practice Across Europe and Beyond <\/em>(pp. 451-459). London: Routledge.<\/li>\n\n\n\n<li>Sullivan, B., Wilson, C. E., &amp; Salda\u00f1a, D. (2019). Development of a gaze contingent method for auditory threshold evaluation in non-verbal ASD children. <em>Research in Autism Spectrum Disorders, <\/em><em>62,<\/em> 85-98. <a href=\"https:\/\/doi.org\/10.1016\/j.rasd.2019.02.006\">https:\/\/doi.org\/10.1016\/j.rasd.2019.02.006<\/a><\/li>\n\n\n\n<li>Rodr\u00edguez-Ortiz, I. R., Moreno-P\u00e9rez, F. J., Delgado, P., &amp; Salda\u00f1a, D. (2019). The Development of Anaphora Resolution in Spanish. <em>Journal of Psycholinguistic Research<\/em>.&nbsp;<a href=\"https:\/\/doi.org\/10.1007\/s10936-019-09632-3\">https:\/\/doi.org\/10.1007\/s10936-019-09632-3<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2018:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Mastrantuono, E., Salda\u00f1a, D., &amp; Rodr\u00edguez Ortiz, I.R. (2018). Inferencing in Deaf Adolescents during Sign-Supported Speech Comprehension. <em>Discourse Processes<\/em>. DOI: 10.1080\/0163853X.2018.1490133 <a href=\"https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/0163853X.2018.1490133\">https:\/\/www.tandfonline.com\/doi\/full\/10.1080\/0163853X.2018.1490133<\/a><\/li>\n\n\n\n<li>Navarro, J.J., Mourgues-Codern, C., Guzm\u00e1n, E., Rodr\u00edguez-Ortiz, I. R., Conejo, R., S\u00e1nchez-Guti\u00e9rrez, C., de la Fuente, J., Martella, D. &amp; Saracostti, M. (2018). Integrating curriculum-based dynamic assessment in computerized adaptive testing: Development and predictive validity of the EDPL-BAI battery on reading competence. <em>Frontiers in Psychology<\/em>, 9, 1492. DOI: 10.3389\/fpsyg.2018.01492&nbsp; &nbsp;<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2018.01492\/full\">https:\/\/www.frontiersin.org\/articles\/10.3389\/fpsyg.2018.01492\/full<\/a><\/li>\n\n\n\n<li>Wilson, C. E., &amp; Salda\u00f1a, D. (2018). No evidence of atypical attentional disengagement in autism: A study across the spectrum. <em>Autism<\/em>, 1362361318768025. <a href=\"https:\/\/doi.org\/10.1177\/1362361318768025\">https:\/\/doi.org\/10.1177\/1362361318768025<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2017:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Chahboun, S., Valentin, V., Salda\u00f1a, D., Hendrik, E., Vulchanova, M. (2017).&nbsp;Articulo en prensa: Can you tell it by the prime? A study of metaphorical priming in high-functioning autism in comparison with matched controls.&nbsp;<em>En: International Journal of Language and Communication Disorders<\/em>. 2017. <a href=\"https:\/\/doi.org\/10.1111\/1460-6984.12314\">https:\/\/doi.org\/10.1111\/1460-6984.12314<\/a><\/li>\n\n\n\n<li>Hansen, L. B., Morales Castillo, M. J., Macizo, P., Salda\u00f1a, D., Dunabeitia, J. A., et. al.:&nbsp;Reading comprehension and immersion schooling: Evidence from component skills.&nbsp;<em>En: Developmental Science<\/em>. 2017, &nbsp;20 (1) <a href=\"https:\/\/doi.org\/10.1111\/desc.12454\">https:\/\/doi.org\/10.1111\/desc.12454<\/a><\/li>\n\n\n\n<li>Navarro, J.J. y Lara, L. (2017).Dynamic assessment of reading difficulties: predictive and incremental validity on attitude toward reading and the use of dialogue\/participation strategies in classroom activities. <em>En: Frontiers of Psychology<\/em>. 8 (173), 1-14. <a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2017.00173\">https:\/\/doi.org\/10.3389\/fpsyg.2017.00173<\/a><\/li>\n\n\n\n<li>Rodr\u00cdguez Ortiz, I.R., Salda\u00f1a, D., Moreno P\u00e9rez, F.J. (2017). &nbsp;How speechreading contributes to reading in a transparent ortography: the case of Spanish deaf people.&nbsp;<em>En: Journal of Research in Reading<\/em>. 2017. 40, 1, 75-90.<a href=\"https:\/\/doi.org\/10.1111\/1467-9817.12062\">https:\/\/doi.org\/10.1111\/1467-9817.12062<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2016<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Chahboun, S., Vulchanov, V., Salda\u00f1a, D., Eshuis, H. &amp; Vulchanova, M. (2016). Can You Play with Fire and Not Hurt Yourself? A Comparative Study in Figurative Language Comprehension between Individuals with and without Autism Spectrum Disorder.<em>PLoS One<\/em>. 11 (12), e168571. <a href=\"https:\/\/journals.plos.org\/plosone\/article?id=10.1371\/journal.pone.0168571\">DOI:10.1371\/journal.pone.0168571<\/a><\/li>\n\n\n\n<li>Chahboun, S., Vulchanov, V., Salda\u00f1a, D., Eshuis, R. &amp; Vulchanova, M. (2016).Predictors of Metaphorical Understanding in High Functioning Autism.&nbsp;<em>Lingue E Linguaggio<\/em>. 15 (1), 29-58. <a href=\"https:\/\/www.rivisteweb.it\/doi\/10.1418\/83653\">DOI: 10.1418\/83653<\/a><\/li>\n\n\n\n<li>Gomez-del-Castillo, M.T., Aguilera, A. &amp; Prados, M.M. (2016). El voluntariado de la universidad de Sevilla en los grupos interactivos de las Comunidades de Aprendizaje.&nbsp;<em>Revista de Curr\u00edculum y Formaci\u00f3n del Profesorado<\/em>. 20 (2), 278-295.<\/li>\n\n\n\n<li>Hansen, L.B., Macizo, P., Salda\u00f1a, D., Carreiras, M., Fuentes, L.J. et. al. (2016). Emergent Bilingualism and Working Memory Development in School Aged Children.<em>Language Learning<\/em>. 66 (2). 51-75. <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/10.1111\/lang.12170\/abstract\">DOI: 10.1111\/lang.12170<\/a><\/li>\n\n\n\n<li>Micai, M., Joseph, H., Vulchanova, M. &amp; Salda\u00f1a, D. (2016). Strategies of readers with autism when responding to inferential questions: An eye movement study.&nbsp;<em>Autism research : official journal of the International Society for Autism Research<\/em>. 10 (5), 888-900. <a href=\"https:\/\/onlinelibrary.wiley.com\/doi\/10.1002\/aur.1731\/abstract\">DOI:10.1002\/aur.1731<\/a><\/li>\n\n\n\n<li>Prados, M.M., Gomez-del-Castillo, M.T. &amp; Aguilera, A. (2016). Comunidades de aprendizaje: \u00bfqu\u00e9 aportan a los voluntarios y voluntarias universitarios?&nbsp;<em>Revista Complutense de Educaci\u00f3n<\/em>. 27 (2), 551-570. <a href=\"https:\/\/revistas.ucm.es\/index.php\/RCED\/article\/view\/46753\">DOI: https:\/\/dx.doi.org\/10.5209\/rev_RCED.2016.v27.n2.46753<\/a><\/li>\n\n\n\n<li>Tirado, M.J. &amp; Salda\u00f1a, D. (2016). Readers with Autism Can Produce Inferences, but they Cannot Answer Inferential Questions.&nbsp;<em>Journal of Autism and Developmental Disorders<\/em>. 46 (3), 1025-1037. <a href=\"https:\/\/link.springer.com\/article\/10.1007\/s10803-015-2648-6\">DOI: 10.1007\/s10803-015-2648-6<\/a><\/li>\n\n\n\n<li>Torres, J., Salda\u00f1a, D. &amp; Rodriguez, I.R. (2016). Social Information Processing in Deaf Adolescents.&nbsp;<em>Journal of Deaf Studies and Deaf Education<\/em>. 21 (3), 326-338. <a href=\"https:\/\/academic.oup.com\/jdsde\/article\/21\/3\/326\/2404233\">DOI: 10.1093\/deafed\/enw030<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2015<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Aguilera Jim\u00e9nez, A., Prados Gallardo, M.M., G\u00f3mez-del-Castillo Segurado, M.T. (2015).&nbsp;La experiencia del voluntariado universitario en las tertulias dial\u00f3gicas de las comunidades de aprendizaje.&nbsp;<em>En: REDU. Revista de Docencia Universitaria<\/em>. 2015. 13 (2),249-267.<\/li>\n\n\n\n<li>Moreno P\u00e9rez, F.J., &nbsp;Salda\u00f1a, D., Rodriguez Ortiz, I.R. (2015). &nbsp;Reading Efficiency of Deaf and Hearing People in Spanish.&nbsp;<em>En: Journal of Deaf Studies and Deaf Education,<\/em> 20, 374-384.<a href=\"https:\/\/academic.oup.com\/jdsde\/article\/20\/4\/374\/2392187\">10.1093\/deafed\/env030<\/a><\/li>\n\n\n\n<li>Navarro, J.J., Garc\u00eda Rubio, J., Olivares, P. (2015).&nbsp;The Relative Age Effect and its influence on Academic Performance. Vol. 10, 1-18.<a href=\"https:\/\/journals.plos.org\/plosone\/article?id=10.1371\/journal.pone.0141895\">10.1371\/journal.pone.0141895<\/a><\/li>\n\n\n\n<li>Nieto, C., Murillo, E., Belinch\u00f3n, M., Gim\u00e9nez de la Pe\u00f1a, A., Salda\u00f1a, D., et. al. (2015).&nbsp;Supporting people with Autism Spectrum Disorders in leisure time: Impact of an university volunteer program, and related factors.&nbsp;<em>En: Anales de Psicolog\u00eda.&nbsp;<\/em> 30 (1), 145-154.<a href=\"https:\/\/dx.doi.org\/10.6018\/analesps.31.1.166591\">https:\/\/dx.doi.org\/10.6018\/analesps.31.1.166591<\/a><\/li>\n\n\n\n<li>Vulchanova, M., Salda\u00f1a, D., Chahboun, S., Vulchanov, V. (2015).&nbsp;Figurative language processing in atypical populations: the ASD perspective.&nbsp;<em>En: Frontiers in Psychology<\/em>. 2015, 9,1-11. published: 17 February 2015<a href=\"https:\/\/www.frontiersin.org\/articles\/10.3389\/fnhum.2015.00024\/full\">doi: 10.3389\/fnhum.2015.0002.<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2014:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>&nbsp;Navarro, J.J.,&nbsp;Mora Roche, J., Lama Ruiz, H. y Molina Bernaldez, A.M. (2014).&nbsp;Evaluaci\u00f3n Din\u00e1mica de Procesos Lectores. Madrid:&nbsp;Instituto de Evaluaci\u00f3n Psicol\u00f3gica EOS.&nbsp;ISBN 978-84-9727-584-2<\/li>\n\n\n\n<li>Navarro, J.J., Rodr\u00edguez, I.R. (2014). Assessment of syntactic awareness: Effects of plausibility in solving tasks and in its relation to sentence comprehension.&nbsp;<em>Revista signos. Estudios de Ling\u00fc\u00edstica<\/em>,&nbsp;47(84) 64-90. <a href=\"https:\/\/www.academia.edu\/5856377\/Navarro_J.J._and_Rodr%C3%ADguez_I.R._2014_._Evaluaci%C3%B3n_de_la_conciencia_sint%C3%A1ctica_Efectos_de_la_verosimilitud_en_la_resoluci%C3%B3n_de_tareas_y_en_su_relaci%C3%B3n_con_la_comprensi%C3%B3n_de_oraciones._Revista_Signos._Estudios_de_Ling%C3%BC%C3%ADstica_47_84_64-90\">DOI: 10.4067\/S0718-09342014000100004<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2013<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Aguilera-Jim\u00e9nez, A., Delgado, C., Luque, A., Moreno-P\u00e9rez, F.J., Rodr\u00edguez-Ortiz; I.R. and Salda\u00f1a, D. (2013). Learning to Read: the Case of Moroccan Students who Learn Spanish.&nbsp;<em>Spanish Journal of Psychology<\/em>, 16, e107, 1\u20139. <a href=\"https:\/\/www.cambridge.org\/core\/journals\/spanish-journal-of-psychology\/article\/learning-to-read-the-case-of-moroccan-students-who-learn-spanish\/66DA823C2BF837ECCCEFD8D86CCAED4C\">doi:10.1017\/sjp.2013.109<\/a><\/li>\n\n\n\n<li>Mesa, G., Tirado, M.J. y Salda\u00f1a, D. (2013). El retraso en el desarrollo del lenguaje y los problemas de comprensi\u00f3n lectora: una exploraci\u00f3n del modelo simple de lectura.&nbsp;<em>Revista de Logopedia, Foniatr\u00eda y Audiolog\u00eda<\/em>, 33(3), 136-145.<\/li>\n\n\n\n<li>Salmer\u00f3n, L., Kammerer, Y., y Garc\u00eda-Carri\u00f3n, P. (2013). Searching the Web for conflicting topics: Page and user factors.&nbsp;<em>Computers in Human Behavior<\/em>, 29(6), 2161\u20132171. <a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0747563213001465\">doi:10.1016\/j.chb.2013.04.034<\/a><\/li>\n\n\n\n<li>Navarro, J.J. y Mora, J. (2013). Validez predictiva e incremental de un dispositivo de evaluaci\u00f3n din\u00e1mica sobre el rendimiento y el progreso en lectura.&nbsp;<em>Anales De Psicolog\u00eda<\/em>,&nbsp;29(2), 435-453. <a href=\"https:\/\/scielo.isciii.es\/scielo.php?pid=S0212-97282013000200015&amp;script=sci_abstract&amp;tlng=pt\">doi:10.6018\/analesps.29.2.135231<\/a><\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2012<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Navarro, J.J. y Mora, J. (2012). Un enfoque din\u00e1mico en la evaluaci\u00f3n de metaconocimientos sobre la comprensi\u00f3n de textos.&nbsp;<em><a href=\"https:\/\/www.investigacion-psicopedagogica.org\/revista\/new\/ContadorArticulo.php?728\">Electronic Journal of Reasearch in Educational Psychology<\/a><\/em>,&nbsp;<em>10<\/em>(2) , 591-622<\/li>\n\n\n\n<li>Luna, P., Tirapu, J., Ib\u00e1\u00f1ez-Alfonso, J., Garc\u00eda, A., Duque, P. (2012). Inteligencia y Funciones Ejecutivas. En J. Tirapu-Ust\u00e1rroz, A. Garc\u00eda-Molina, M. R\u00edos, &amp; A. Ardila (Eds.),&nbsp;<em>Neuropsicolog\u00eda de la corteza prefrontal y las funciones ejecutivas<\/em>&nbsp;(pp. 329\u2013350). Barcelona: Viguera Editores.<\/li>\n\n\n\n<li>Navarro, J.J. y Mora, J. (2012). Evaluaci\u00f3n din\u00e1mica de las dificultades de aprendizaje de la lectura.&nbsp;<em>Revista de Psicodid\u00e1ctica<\/em>,&nbsp;<em>17(1)<\/em>, 27-50.<\/li>\n\n\n\n<li>Rodr\u00edguez, I.R., Salda\u00f1a, D. and Moreno, F.J. (2012).&nbsp; Support, Inclusion and Special Education Teachers\u2019 Attitudes toward the Education of Students with Autism Spectrum Disorders (ASD).&nbsp;<em>Autism Research and Treatment&nbsp;<\/em>(in press).<\/li>\n\n\n\n<li>Duque, P., Ib\u00e1\u00f1ez-Alfonso, J., Del Barco, A., Sepulcre, J., de Ram\u00f3n, E., Fern\u00e1ndez-Fern\u00e1ndez, O., y Grupo de Estudio de la Bateria Neuropsicol\u00f3gica Breve en la Esclerosis Multiple (2012). Normalisation and validation of the Brief Neuropsychological Battery as the reference neuropsychological test in multiple sclerosis.&nbsp;<em>Revista De Neurologia<\/em>, 54(5), 263\u2013270.<\/li>\n<\/ul>\n\n\n\n<p>PUBLICACIONES 2011<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Navarro, J.J. (2011).&nbsp;<em>Comprensi\u00f3n de textos, metacognici\u00f3n y dificultades de aprendizaje<\/em>. Education &amp; Psychology, Investigaci\u00f3n y Desarrollo. Colecci\u00f3n: E-Investigaci\u00f3n. Publicaci\u00f3n asociada al Electronic Journal of Research in Educational Psychology. ISBN: 978-84-938657-1-9<\/li>\n\n\n\n<li>Navarro, J.J. (2011).&nbsp;<em>Comprensi\u00f3n de textos, metacognici\u00f3n y dificultades de aprendizaje<\/em>. Education &amp; Psychology, Investigaci\u00f3n y Desarrollo. Colecci\u00f3n: E-Investigaci\u00f3n. Publicaci\u00f3n asociada al Electronic Journal of Research in Educational Psychology. ISBN: 978-84-938657-1-9<\/li>\n\n\n\n<li>Rodr\u00edguez, I.R. (2011). Types of Error in the Learning of Spanish Sign Language as a Second Language. The Effect of Age and Experience. In L. Leeson, S. Wurm and M. Vermeerbergen (ed.)&nbsp;<em>Signed Language Interpreting. Preparation, Practice and Performance<\/em>, 50-60. Manchester, UK: St. Jerome Publishing.<\/li>\n\n\n\n<li>Torres, J. y Rodr\u00edguez, I.R. (2011). La comprension de falsa creencia en ni\u00f1os y adolescentes sordos: tareas cl\u00e1sicas versus gr\u00e1ficas.&nbsp;<em>Infancia y Aprendizaje, 34(1)<\/em>, 31-47<\/li>\n\n\n\n<li>White, S. y Salda\u00f1a, D. (2011).&nbsp;Performance of Children with Autism on the Embedded Figures Test: A Closer Look at a Popular Task.&nbsp;<em>Journal of Autism and Developmental Disorders, 41,<\/em>&nbsp;1565-1572.<\/li>\n\n\n\n<li>Navarro, J.J. y Mora, J. (2011). Analysis of the implementation of a dynamic assessment device of processes involved in reading with learning-disabled children.&nbsp;<em>Learning and Individual Differences<\/em>, 21(2), 168-175.<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>PUBLICACIONES 2025: PUBLICACIONES 2024: PUBLICACIONES 2023: PUBLICACIONES 2022: PUBLICACIONES 2021: PUBLICACIONES 2020: PUBLICACIONES 2019: PUBLICACIONES 2018: PUBLICACIONES 2017: PUBLICACIONES 2016 PUBLICACIONES 2015 PUBLICACIONES 2014: PUBLICACIONES 2013 PUBLICACIONES 2012 PUBLICACIONES 2011<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_mc_calendar":[],"footnotes":""},"class_list":["post-26","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/pages\/26","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/comments?post=26"}],"version-history":[{"count":4,"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/pages\/26\/revisions"}],"predecessor-version":[{"id":312,"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/pages\/26\/revisions\/312"}],"wp:attachment":[{"href":"https:\/\/institucional.us.es\/newlabdicole\/wp-json\/wp\/v2\/media?parent=26"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}