Group research publications
- Gómez-Merino, N., Rubio, A., Ávila, V., Gil, L., & Natalizi, F. (2023). Efectos del teletrabajo y la digitalización en la lectura compartida entre padres e hijos. Bordón. Revista de Pedagogía, 75(1), 65-81.
- Leppink, J., & Pérez-Fuster, P. (2023). Establishing impact for accreditation and social accountability. Revista Latinoamericana de Simulación Clínica, 4(3), 112-114. https://dx.doi.org/10.35366/109712
- Pérez-Fuster, P., & Herrera, G. (2023). Implementing Intervention Studies with Autistic People and Digital Technologies in Natural Settings: a Guide to Best Practice. In C. Sousa, & A.H. Tkaczyk (Eds.), Media Literacy and Assistive Technologies for Empowerment in Autism (pp. 158-166). Edições Universitárias Lusófonas. https://www.doi.org/10.24140/asdigital.v1.p02.10
- Zervogianni, V., Fletcher-Watson, S., Herrera, G., Goodwin, M. S., Triquell, E., Pérez-Fuster, P., ... & Grynszpan, O. (2023). A user-based information rating scale to evaluate the design of technology-based supports for autism. Universal Access in the Information Society, 1-11. https://doi.org/10.1007/s10209-023-00995-y
- Fajardo, I.; Pérez, A.I.; Ferrer, A.; Pérez-Fuster, P.; García-Blanco, A.C. (2022) Anaphor Processing During Reading Comprehension in Students With Autism Spectrum Disorder. Reading & Writing Quarterly, 38(6), pp. 505 - 525 . ISSN: 1057-3569
- Gómez-Merino, N; Fajardo, I.; Ferrer, A.; Joseph, H. (2022) Eye movements of deaf students in expository versus narrative texts. American Annals of The Deaf, 167(3), pp. 313 - 333 . ISSN: 0002-726X
- Fajardo, I.; Avila, V.; Delgado, P.; Gómez-Merino, N.; Salmerón, L. (2022) Video-blogs and linguistic simplification for students with intellectual disability. Journal of Applied Research in Intellectual Disabilities, 35(5), pp. 1217 - 1230 . ISSN: 1360-2322
- Fajardo, I.; Joseph, H. (2022) Brief report: Autistic students read between lines. Journal of Autism and Developmental Disorders. ISSN: 0162-3257
- Pérez-Fuster, P., Herrera, G., Kossyvaki, L., & Ferrer, A. (2022). Enhancing joint attention skills in children on the autism spectrum through an augmented reality technology-mediated intervention. Children, 9(2), 258. https://doi.org/10.3390/children9020258
- Desideri, L., Pérez-Fuster, P., & Herrera, G. (2021). Information and communication technologies to support early screening of autism spectrum disorder: a systematic review. Children, 8(2), 93. https://doi.org/10.3390/children8020093
- Gómez-Merino, N.; Fajardo, I.; Ferrer, A.M. (2021) Did the three little pigs frighten the wolf? How deaf readers use lexical and syntactic cues to comprehend sentences. Research in Developmental Disabilities, 112 . ISSN: 0891-4222
- Raquel De Sixte; Inmaculada Fajardo; Amelia Mañá; Álvaro Jáñez, Marta Ramos; María García-Serrano; Federica Natalizi; Barbara Arfé; Javier Rosales (2021) Beyond the Educational Context: Relevance of Intrinsic Reading Motivation During COVID-19 Confinement in Spain. Frontiers In Psychology. ISSN: 1664-1078
- Gómez-Merino, N.; Fajardo, I.; Ferrer, A.; Arfé, B. (2020) Time-Course of Grammatical processing in deaf readers: an eye-movement study. Journal Of Deaf Studies And Deaf Education, 25(3), pp. 351 - 364 . ISSN: 1081-4159
- Gómez-Merino, N., Gheller, F., Spicciarelli, G., & Trevisi, P. (2020). Pupillometry as a measure for listening effort in children: a review. Hearing Balance and Communication, volum: 18, pàg 152-158. ISSN: 2169-5725
- Salmerón, L.; Arfé, B.; Avila, V.; Cerdán, R.; De Sixte, R.; Delgado, P.; Fajardo, I.; Ferrer, A.; García, M.; Gil, L.; Gómez-Merino, N.; Jáñez, Á.; Lluch, G.; Mañá, A.; Mason, L.; Natalitzi, F.; Pi-Ruano, M.; Ramos, L.; Ramos, M.; Roca, J.; Rosa, E.; Rosales, J.; Rubio, A.; Serrano-Mendizábal, M.; Skrobiszewska, N.; Vargas, C.; Vergara-Martínez, M.; Perea, M. (2020) READ-COGvid: a database from reading and media habits during Covid-19 confinement in Spain and Italy. Frontiers In Psychology, 11, p. 575241 . ISSN: 1664-1078
- Sullivan, S., Oakhill, J., Arfè, B., & Gómez-Merino, N. (2020). Reading Comprehension: A Comparison of Typically Hearing and Deaf or Hard-of-Hearing Children. In S. Easterbrooks, & H. Dostal (Eds.), The Oxford Handbook of Deaf Studies in Literacy. Editorial: Oxford University Press. ISSBN: 9780197508268
- Zervogianni, V., Fletcher-Watson, S., Herrera, G., Goodwin, M., Pérez-Fuster, P., Brosnan, M., & Grynszpan, O. (2020). A framework of evidence-based practice for digital support, co-developed with and for the autism community. Autism, 24(6), 1411-1422. https://doi.org/10.1177/1362361319898331
- Delgado, P.; Ávila, V.; Fajardo, I.; Salmerón, L. (2019) Training young adults with intellectual disability to read critically on the internet. Journal of Applied Research in Intellectual Disabilities, 32(3), pp. 666 - 677 . ISSN: 1360-2322
- Herrera, G., & Pérez-Fuster, P. (2019). Evidence-Based Practices with Apps Directed at Core Autism. In R. Jordan, J. M. Roberts, & K. Hume, The SAGE Handbook of Autism and Education, pp. 394-405. SAGE Publications Ltd.
- Leppink, J., & Pérez-Fuster, P. (2019). Mental effort, workload, time on task, and certainty: Beyond linear models. Educational Psychology Review, 31, 421-438. https://doi.org/10.1007/s10648-018-09460-2
- Leppink, J., & Pérez-Fuster, P. (2019). Social networks as an approach to systematic review. Health Professions Education, 5(3), 218-224. https://doi.org/10.1016/j.hpe.2018.09.002
- Pérez-Fuster, P., Sevilla, J., & Herrera, G. (2019). Enhancing daily living skills in four adults with autism spectrum disorder through an embodied digital technology-mediated intervention. Research in Autism Spectrum Disorders, 58, 54-67. https://doi.org/10.1016/j.rasd.2018.08.006
- Salmerón, L.; Fajardo, I.; Gómez, M. (2019) Selection and evaluation of Internet information by adults with intellectual disabilities. European Journal Of Special Needs Education, 34, pp. 272 - 284 . ISSN: 0885-6257
- Barbara Arfé; Lucia Mason; Inmaculada Fajardo (2018) Simplifying informational text structure for struggling readers. Reading And Writing, pp. 1 - 20 . ISSN: 0922-4777
- Delgado, P; Ávila, V; Fajardo, I; Salmerón, L. (2018) Un Programa de formación en Lectura Crítica en Internet para jóvenes con Discapacidad Intelectual. Revista española de discapacidad, 6(2), pp. 229 - 245 . ISSN: 2340-5104
- Herrera, G. & Pérez-Fuster, P. (2018). Pictogram Room : son efficacité dans le trouble du spectre de l’autisme (TSA). Enfance, 1, 31-50. https://doi.org/10.3917/enf2.181.0031
- Leppink, J., & Pérez-Fuster, P. (2017). We need more replication research–A case for test-retest reliability. Perspectives on Medical Education, 6, 158-164. https://doi.org/10.1007/s40037-017-0347-z
- Salmerón, L.; Naumann, J.; García, V.; Fajardo, I. (2017) Scanning and deep processing of information in hypertext: An eye-tracking and cued retrospective think-aloud study. Journal of Computer Assisted Learning, 33, pp. 222 - 233 . ISSN: 0266-4909
- Leppink, J., & Pérez-Fuster, P. (2016). What is science without replication?. Perspectives on Medical Education, 5, 320-322. https://doi.org/10.1007/s40037-016-0307-z
- Fajardo, I.; Villalta, E.; Salmerón, L. (2016) ¿Son realmente tan buenos los nativos digitales? Relación entre las habilidades digitales y la lectura digital. Anales de Psicologia(32), pp. 89 - 97 . ISSN: 0212-9728
- Salmerón, L.; Gómez, M.; Fajardo, I. (2016) How students with intellectual disabilities evaluate recommendations from Internet forums. Reading And Writing, 29, pp. 1653 - 1675 . ISSN: 0922-4777
- Bhattacharya, A., Gelsomini, M., Pérez-Fuster, P., Abowd, G. D., & Rozga, A. (2015, June). Designing motion-based activities to engage students with autism in classroom settings. In Proceedings of the 14th international conference on interaction design and children (pp. 69-78). https://doi.org/10.1145/2771839.2771847
- Tavares, G.; Fajardo, I.; Ávila, V.; Salmerón, L.; Ferrer, A. (2015) Who do you refer to? How young students with mild intellectual disability confront anaphoric ambiguities in texts and sentences. Research in Developmental Disabilities, 38, pp. 108 - 124 . ISSN: 0891-4222
- Salmerón, L.; Llorens, A. C.; Fajardo, I. (2015) Instrucción de estrategias de lectura digital mediante modelado por video. Informació Psicològica(110), pp. 38 - 50 . ISSN: 0214-347X
- Fajardo, I.; Avila, V.; Ferrer, A.; Tavares, G; Gómez, M.; Hernández, A. (2014) Easy-to-read texts for students with intellectual disability: Linguistic Factors affecting comprehension. Journal of Applied Research in Intellectual Disabilities, 27(3), pp. 212 - 225 . ISSN: 1360-2322
- Fajardo, I.; Tavares, G.; Ávila, V.; Ferrer, A. (2013) Towards text simplification for poor readers with intellectual disability: When do connectives enhance text cohesion?. Research in Developmental Disabilities, 34(4), pp. 1267 - 1279 . ISSN: 0891-4222
- Perez-Fuster, P., Rodrigo, M. F., Ballestar, M. L., & Sanmartin, J. (2013). Modeling offenses among motorcyclists involved in crashes in Spain. Accident Analysis & Prevention, 56, 95-102. https://doi.org/10.1016/j.aap.2013.03.014
- Fajardo, I.; Payne, S.J. (2012) Shared Online Spreadsheets and Hidden Profiles: Technological effects on dyad decision strategy, Interacting with Computers. Interacting with Computers, 24, pp. 0 - 00 . ISSN: 0953-5438.
