Browsing by Author "Espinoza, Victoria"

Now showing 1 - 9 of 9
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    Adaptation process of multimodal books for deaf people
    (2017) Veliz, Soledad; Espinoza, Victoria; Sauvalle, Ignacia; Arroyo, Rodrigo; Garolera, Marion; Aviles, FP; Sanchez, R; Bykbaev, VR; Guerra, PI
    In this study, we present the systematized results of the experience of adapting three multimodal digital books for deaf and hard of hearing (D/HH) children and young people. A five-phase methodology is proposed and challenges, problems and possible solutions are put forward. It is expected that the systematization results useful for other educative resources teams developing fot D/HH children and young people.
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    Developmental Trajectories of Written Language Precursors according to Socioeconomic Status
    (2022) Espinoza, Victoria; Santa Cruz, Catalina; Rosas, Ricardo
    There is resounding evidence of the existence of direct precursors of written language, most specifically phonological awareness, letter knowledge, vocabulary, and oral comprehension. The initial differences identified in the development of written language precursors are directly related to subsequent students' academic trajectories. Socioeconomic status is a significant source of initial differences in performance, with discrepancies in the development of reading precursors favoring children from more affluent backgrounds. We assessed reading precursors in 176 Chilean children from different socioeconomic levels. Significant differences in performance were found, which tended to favor the higher socioeconomic groups for each precursor we tested. However, the developmental trajectories of skills were similar for phonological awareness, letter knowledge, vocabulary, and oral comprehension. A compensatory trajectory was observed only in the case of rapid naming. The problem arises from the need for educational systems to adapt to the specific needs of their students, in order to generate compensatory trajectories in all reading precursor skills and enable a decrease in the gaps in reading performance among children from different socioeconomic backgrounds.
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    Direct and Indirect Effects of Inhibition, Working Memory and Cognitive Flexibility on Reading Comprehension of Narrative and Expository Texts: Same or Different Effects?
    (2024) Escobar, Jose-Pablo; Espinoza, Victoria
    Reading skills are essential adaptive skills for daily life, enabling individuals to function effectively in society. This study examines the relations between executive functions components - including inhibition, working memory, and cognitive flexibility - and reading comprehension in both narrative and expository texts. A total of 263 fourth grade elementary school students participated in this study, who were evaluated on their reading comprehension skills, as well as on their executive functions and reading variables such as word reading, fluency and vocabulary. The results of this study suggest that inhibition, working memory and cognitive flexibility have direct and indirect effects on reading comprehension of narrative and expository texts. Especially, the direct effect of working memory is highlighted, both for reading comprehension of expository and narrative texts. Additionally, academic vocabulary is an important mediating variable between executive functions, especially inhibition, and reading comprehension in students of this age. These findings underscore the relevance of strengthening executive functions to improve reading comprehension, especially in middle school students.
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    How Did the Pandemic Affect the Socio-Emotional Well-Being of Chilean Schoolchildren? A Longitudinal Study
    (2022) Santa-Cruz, Catalina; Espinoza, Victoria; Donoso, Javiera; Rosas, Ricardo; Badillo, Dominic
    This study investigated the repercussions of coronavirus disease (COVID-19) and the subsequent quarantine on the emotional well-being of children in their initial years of formal schooling, with particular emphasis on children with special educational needs (SEN) and children from high and low socioeconomic statuses (SES). This longitudinal study employed the Child Behavior Checklist for ages 6-18 (CBCL) completed by the students' guardians at least once during 2018-2019 and again during 2020. The results showed differences in internalizing and externalizing problems after 8 months of quarantine and a significant increase in students fitting clinical or borderline categories given by the CBCL itself. The results are described in detail for four groups considering the combination of SEN and SES characteristics, showing the importance of their intersectionality, especially between low SES and SEN.
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    The role of executive functions in the relation between socioeconomic level and the development of reading and maths skills
    (2018) Escobar Torres, José Pablo; Rosas Díaz, Ricardo; Ceric Garrido, Francisco José; Aparicio Alonso, Andrés; Arango Uribe, Paulina Sofía; Arroyo, Rodrigo; Espinoza, Victoria; Garolera, Marion; Pizarro, M., Marcelo; Porflitt Becerra, Felipe Ignacio; Ramirez, Maria-Paz; Urzua, Diego
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    Towards a participative approach for adapting multimodal digital books for deaf and hard of hearing people
    (2017) Véliz Córdova, Soledad; Espinoza, Victoria; Sauvalle Ricart, María Ignacia; Arroyo, Rodrigo; Pizarro, M., Marcelo; Garolera, Marion
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    Upper limb functional assessment scale for children with Duchenne muscular dystrophy and Spinal muscular atrophy
    (2017) Escobar Henríquez, Raúl; Lucero González, Nayadet-Noelia; Solares Canal, Carmen; Espinoza, Victoria; Moscoso, Odalie; Olguín, Polín; Muñoz Avendaño, Karin Trinidad; Rosas Díaz, Ricardo