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dc.contributor.authorGallego Ortega, José Luis 
dc.contributor.authorGarcía Guzmán, Antonio 
dc.contributor.authorRodríguez Fuentes, Antonio Vicente
dc.identifier.citationGallego-Ortega, J. L... [et al.] (2022). What students with intellectual disabilities know about writing planning. Journal of Applied Research in Intellectual Disabilities, 1– 9. []es_ES
dc.descriptionVice-Rectorate for Research and Transfer of the University of Granada, Spain, Grant/Award Number: [OFRD. 2020-256es_ES
dc.description.abstractBackground: Studies on the writing of students with intellectual disabilities have been scarce and unrepresentative. Therefore, the purpose of this research was to analyse this group of students' abilities to plan their texts Method: A collective case study was carried out, with an eminently qualitative approach, although aided by an initial quantitative analysis. Fifteen students with unspecified intellectual disabilities were interviewed using open-ended questions. For data interpretation, content analysis and quantification of responses were used. Results: The results revealed the abilities and limitations of these students regarding the knowledge and use of one of the key processes of written expression (writing planning). Conclusion: The cognitive operations of planning, in which these students admitted the greatest problems, were the ordering and recording of ideas, and textual structuring.es_ES
dc.description.sponsorshipUniversity of Granada, Spain OFRD. 2020-256es_ES
dc.publisherJohn Wiley & Sonses_ES
dc.rightsAtribución-NoComercial 3.0 España*
dc.subjectStudents with unspecified intellectual disabilitieses_ES
dc.subjectWriting difficultieses_ES
dc.subjectWriting planninges_ES
dc.titleWhat students with intellectual disabilities know about writing planninges_ES

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Atribución-NoComercial 3.0 España
Except where otherwise noted, this item's license is described as Atribución-NoComercial 3.0 España