Artículos

Selección de artículos destacados en los últimos 10 años:

González-Valenzuela_, Maria-José; López-Montiel, Dolores; Chebaani, Fatma; Cobos-Cali, Marta; Piedra-Martínez_, Elisa, & Martín-Ruiz, I. (2023). Predictors of word and pseudoword reading in languages with different orthographic consistency. Journal of Psycholinguistic Research, 52, 307–330.  DOI: https://doi.org/10.1007/s10936-022-09893-5

González‑Valenzuela, Maria‑José, López‑Montiel, Dolores; Díaz‑Giráldez, Félix, & Martín‑Ruiz, Isaías (2023). Word Writing and Cognitive Predictors in Spanish at the Age of Seven. International Journal of Early Childhood. https://doi.org/10.1007/s13158-023-00359-w

González-Valenzuela, María-José & Martin-Ruiz, Isaías (2023). Effects of early reading and writing intervention on Spanish school children. Annals of Psychology, 39(3), 405-414. https://doi.org/10.6018/analesps.472161

Martínez-González, A. E., Cervin, M., Piqueras, J. A., Infante-Cañete, L. and Pérez-Sánchez, S. (2023). Psychometric properties of the Pain Reactivity and Sensitivity Scale in a diverse sample of autistic people. Research in Autism Spectrum Disorders.

Infante-Cañete, L., Aguilar-Guerrero, B., & Wallace-Ruiz, A. (2023). Efecto de una intervención psicoeducativa en el desarrollo motor y perceptivo-visual a través de la inhibición de los reflejos primitivos en escolares de 4 a 7 años. Revista de Psicodidáctica. DOI: 10.1016/j.psicod.2023.04.001

Martín-Ruiz, Isaías & González-Valenzuela, María-José (2022). Analysis of reading comprehension and disabilities among teenagers. Annals of Psychology, 38(2), 251-258. https://doi.org/10.6018/analesps.419111

Infante-Cañete, L., Arias-Calero, L., Wallace-Ruiz, A., Sánchez-Sánchez, A. M., & Muñoz-Sánchez, Á. (2022). One more step in the study of children’s daily stress: The spillover effect as the transfer of tension in family and school environments. Frontiers in Psychology, 13, 909928.

González-Valenzuela, María-José, López-Montiel, Dolores, Díaz-Giráldez, Félix, & Isaías Martín-Ruiz (2021). Effect of Cognitive Variables on the Reading Ability of Spanish Children at Age Seven. Frontiers in Psychology, 12:663596. DOI: 10.3389/fpsyg.2021.663596 

Martín-Ruiz, I., González-Valenzuela, Maria-José, & Jordán-Galera, Inmaculada (2021). Evaluation and psychoeductional intervention of learning disabilities: a case study. Universal Journal of educational Research, 9(9), 1699-1712. DOI: 10.13189/ujer.2021.090910 

González-Valenzuela, Maria-José, López-Montiel, Dolores, Cazorla-Granados, Olga, & Gonzalez-Mesa, E.S. (2021).  Learning Disabilities in Reading and Writing and Type of Delivery in Twin Births. Children, 8(10), 834;  https://doi.org/10.3390/children8100834 

González-Valenzuela, M.J. & Martín-Ruiz, I. (2020). Efectos en la escritura de la intervención temprana en estudiantes españoles de Educación Infantil con riesgo de dificultades en el aprendizaje. Revista de Educación, 388, 85-107. DOI: 10.4438/1988-592X-RE-2020-388-448

González-Valenzuela, M.J. & Martín-Ruiz, I. (2020). Assessing Dyslexia at six year of age. JOVE: Journal of Visualized Experiments, 1-12. DOI: 10.3791/60858

González-Valenzuela, M.J. & Martín-Ruiz, I. (2020). Effects of an intervention programme on the phonological awareness of spanish children at risk of developing. European Journal of Psychology and Educational Research, 3(1), 1-11. https://doi.org/10.12973/ejper.3.1.1

González-Valenzuela, M.J., González-Mesa, E., Cazorla-Granados O. & López-Montiel., M.D. (2019). Type of Delivery, Neuropsychological Development and Intelligence in Twin Births. Frontiers of Psychology, 10 (972). DOI: 10.3389/fpsyg.2019.00972

González-Valenzuela, MJ., López-Montiel, D., Cazorla-Granados, O. & González-Mesa, E. (2019). Type of delivery and reading, writing, and arithmetic learning in twin births. Developmental Psychobiology, 62, 484-495. https:// DOI: 10.1002/dev.21932

González-Valenzuela, M.J. & Martín-Ruiz, I. (2019). Rendimiento académico, lenguaje escrito y motivación en adolescentes españoles. Revista Universitas Psychologica, 18(4), 1-13. DOI: https://doi.org/10.11144/Javeriana.upsy18-4.rale

González-Valenzuela, M.J., Martin-Ruiz, I., Prieto Adánez, G. & Rivas-Moya, T. (2018).  Análisis del rendimiento y de la mejora en la Lectura y en la Escritura en Educación Infantil. Revista de Educación, 382, 225-247.

González-Valenzuela, MJ. & Martin-Ruiz, I. (2017). Effects on Reading of an Early Intervention Program for Spanish Children at Risk of Learning Difficulties. Remedial and Special Education, 38(2), 67-75. DOI: 10.117/0741932516657652rde

González-Valenzuela, MJ. & Martín-Ruiz, I. (2016). Intervención temprana del desarrollo del lenguaje oral en niños en riesgo de dificultades de aprendizaje: Un estudio longitudinal. Revista Mexicana de Psicología, 33(1), 50-60.

González-Mesa, E., Cazorla-Granados, O. & González-Valenzuela, M.J. (2016). The influence of obstetric variables on school achievement, intelligence and neuropsychological development in a sample of Spanish twins at the age of six: a retrospective study. The Journal of Maternal-Fetal & Neonatal Medicine 29 (10), 1595-1602. DOI: 10.3109/14767058.2015.1055724

González-Valenzuela, M.J. & Martín-Ruiz, I. (2016). Motivación de logro y lenguaje escrito en adolescentes españoles. Anales de Psicología, 32(2), 466-473.

González-Valenzuela, M.J., Díaz-Giráldez, F. & López Montiel, M.D. (2016). Cognitive predictors of Word and Pseudoword Reading in Spanish First-Grade Children. Frontiers in Psychology, 7(774), 1-12. DOI: 10.3389/fpsyg.2016.00774.

González-Valenzuela, M.J., Soriano-Ferrer, M., Delgado-Ríos, M., & Félix-Mateo, V. (2016). How are Reading Disabilities Operationalized in Spain? A Study of Practicing School Psychologists. Journal of Childhood & Developmental Disorders, 2, 3:23, DOI: 10.4172/2472-1786.100031Diso

González-Valenzuela, M.J., Fernández-Molina, M. & Delgado-Ríos, M. (2015). Early Psychological development of very preterm and/or low birth weight children: A review of the literature. Peadiatrics Today, 11(2), 93-114. 

González-Valenzuela, MJ., López-Montiel, M.D. & González-Mesa, E. (2015). Exposure to synthetic during delivery and its effect on psychomotor development. Developmental Psychobiology, 57(8), 908-920.  DOI: 10.1002/dev.21321

González-Mesa, E., Cazorla, O. & González-Valenzuela, M.J. (2015). The epidemic of twins: the challenge in obstetrics and gynaecology. European Medical Journal Reproductive Health, 1(1), 101-105.

González-Valenzuela, M.J., García-Fortea, P., Delgado-Ríos; M., Blasco-Alonso, M., Cazorla-Granados, O., & González-Mesa. E. (2014). Effects of oxitocin used delivery on development: A retrospective cohort study.  Journal of Clinical and Experimental Neuropsychology, 36(3), 680-690.

González, M.J., Soriano, M., & Martín. I. (2014). Características psicométricas del cuestionario AMRS para la evaluación de la motivación lectora en adolescentes. International Journal Developmental and Educational Psychology, 2 (1), 263-267.