Rocío C. Seoane
Spain
University of La Laguna
Spain

E-MAIL

rocio.seoane@ull.edu.es

PUBLICATIONS

  • Seoane, R. C., Jiménez, J. E., & Gutiérrez, N. (2020). Pre-service teachers’ implicit theories of learning to write. European Journal of Teacher Education, 43(2), 165-190. https://doi.org/10.1080/02619768.2019.1681964
  • Seoane, R. C., & Jiménez, J. E. (2022). Effectiveness of online and blended delivery methods on preservice teachers’ knowledge and beliefs for writing instruction. Journal of Education for Teaching, 48(2), 178-196.
  • Rodriquez, C., Gutiérrez, N., Seoane, R. C., González, D., & de León, S. C. (2024). Reading Spanish Prosody: The Role of Word Reading and Syntactic Knowledge. Journal of Literacy Research, 56(2), 102-122. https://doi.org/10.1177/1086296X241244705

KEYWORDS

Literacy, Reading, Writing, Multilingual Learners

DISCIPLINES

  • Education
  • Psychology