Fitxa persona

TOMAS MARTINEZ GIMENEZ
PDI-Contractat/Da Doctor/A

tomas.martinez@uv.es
http://www.uv.es/martineg

Knowledge area: DEVELOPMENTAL AND EDUCATIONAL PSYCHOLOGY
Department: Developmental and Educational Psychology

Despacho F122. Dept. Psicología Evolutiva y de la Educación.Universitat de València.Av. Blasco Ibañez Nº 21.46010 Valencia. Tutorías: Miércoles de 11:30 a 13:00. Despacho F122. Facultad de Psicología Viernes de 9:30 a 11:00. Despacho D2-05. Facultad de Magisterio.
(9638) 64709

Subjects taught and teaching methods

33615 - Difficulties in oral and written language - Degree in Preschool Education	Theoretical-Practical
33697 - School placement (Primary Education) I - Degree in Primary School Education	Prácticum
33698 - School placement (Primary Education) II - Degree in Primary School Education	Prácticum
33699 - School placement (Primary Education) III - Degree in Primary School Education	Prácticum
33700 - Degree final project (Primary Education) - Degree in Primary School Education	Work end of studies
44503 - Intervention in word reading and spelling difficulties - Master's Degree in Special Education	Theoretical-Practical
44504 - Intervention in reading comprehension and written composition difficulties - Master's Degree in Special Education	Theoretical-Practical
44530 - Master's final project - Master's Degree in Special Education	Work end of studies

Tutorials

First semester

Wednesday de 13:00 a 14:30. DESPATX F122. FACULTAT DE PSICOLOGIA I LOGOPÈDIA

First semester

Friday de 12:30 a 14:00. DESPATX D02.05. FACULTAT DE MAGISTERI

Second semester

Friday de 10:00 a 13:00. DESPATX F122 FACULTAT DE PSICOLOGIA I LOGOPÈDIA

Observations

You participate in the electronic tutoring program of the Universitat de València

Journal Publications

Vidal-Abarca, E., Martínez, T., Salmerón, L., Cerdán, R., Gilabert, R., Gil, L., Mañá, A., Lloréns, A., Ferris, R. 2011 Recording online processes in task-oriented reading with Read&Answer Behavior Research Methods Instruments & ComputersVolume 43. Number 1.
Gil, L., Serrano, M.A., Martínez, T., y Llorens, A.C. 2012 La evaluación on-line de la competencia lectora Quaderns Digitals
Llorens, A.C., Gil, L., Vidal-Abarca, E., Martínez, E., Mañá, A., & Gilabert, R. 2011 Evaluación de la competencia lectora: la prueba de Competencia Lectora para Educación Secundaria (CompLEC) PsicothemaVolume 23. Number 4.
Vidal-Abarca, E., Martínez, T., Salmerón, L., Cerdán, R., Gilabert, R., Gil, L., Mañá, A., Lloréns, A., Ferris, R. 2011 Recording online processes in task-oriented reading with ReadAnswer Behavior Research Methods Instruments & ComputersVolume 43. Number 1.
Sellés, Pilar; Martínez, Tomás. 2014 Secuencia evolutiva del conocimiento fonológico en niños prelectores Revista de Logopedia, Foniatría y AudiologíaVolume 34. Number 3.
Sellés, P.; Martínez, T.; Vidal-Abarca, E. 2012 Controversia entre madurez lectora y enseñanza precoz de la lectura. Revisión histórica y propuestas actuales Aula AbiertaVolume 40. Number 3.
Vidal-Abarca, E.; Gilabert, R.; Ferrer, A.; Ávila, V.; Martínez, T.; Mañá, A.; Llorens, A-C; Gil, L.; Cerdán, R.; Ramos, L.; Serrano, M-A. 2014 TuinLEC, an intelligent tutoring system to improve reading literacy skills Infancia y AprendizajeVolume 37. Number 1.
Llorens, A.C., Gil, L., Vidal-Abarca, E., Martínez, T., Mañá, A., & Gilabert, R. 2011 Evaluación de la competencia lectora: la prueba de Competencia Lectora para Educación Secundaria (CompLEC) PsicothemaVolume 23. Number 4.
Gil, L., Martínez, T. & Vidal-Abarca. 2015 On-line Assessment of Strategic Reading Literacy Skills- Computers & EducationVolume 82.
Higgs, K.; Magliano, J.P.; Vidal-Abarca, E.; Martínez, T.; McNamara, D.S. 2017 Bridging Skill and Task-Oriented Reading Discourse ProcessesVolume 54. Number 1.
Salmerón, L.; Vidal-Abarca, E.; Martínez, T.; Mañá, A.; Gil, L.; Naumann, J. 2015 Strategic decisions in task-oriented reading Spanish Journal Of PsychologyNumber 18.
Sellés, P.; Ávila, V.; Martinez, T.; Ysla, L. 2018 The skills related to the early reading acquisition in Spain and Peru Plos OneVolume 13. Number 3.
Mañez, I, Vidal-Abarca, Kendou, P. and Martínez, T. 2019 How do students process complex formative feedback in question-answering tasks? A think-aloud study Metacognition And LearningVolume 14. Number 1.
Máñez, I., Vidal-Abarca, E., & Martínez, T. 2019 Does Computer-based Elaborated Feedback Influence the Students' Question-Answering Process? Revista electrónica de investigación psicoeducativa y psicopedagógicaVolume 17. Number 1.

Participations in Conferences

Vidal-Abarca, E., Martínez, T., Salmerón, L., Gilabert, R. Llorens, A.C. y Mañá, A. 2011. CompLEC: A computed-based test to assess task-oriented reading competencies of high-school students. . 14th Bienal Conference for Research on Learning and Instruction EXETER. ENGLAND.
Gil, L., Serrano, M.A., Martínez, T., y Llorens, A.C. 2011. La evaluación on-line de la competencia lectora. . Congreso Internacional Estrategias Didácticas Inclusivas Castellón. SPAIN.
Martínez, T., Gil, L., Serrano, M.A. 2011. e-CompLEC: Un sistema de evaluación online de la competencia lectora de estudiantes de ESO. . II Congreso Internacional Uso y Buenas prácticas con TIC Málaga. SPAIN.
Vidal-Abarca, E.; Gilabert, R.; Ferrer, A.; Avila, V.; Llorens, AC.; Mañá, A.; Gil, L.; Cerdán, R.; Martínez, T.; Ramos, L.; Serrano, MA. 2012. TuinLEC: An intelligent tutoring system to teach reading literacy skills to 6th-grade students. . EARLI SIG 6&7 Conference 2012 Bari. ITALY.
LLorens, A.; Cerdan, R.; Vidal-Abarca, E.; Avila, V.; Martínez, T. & Gil, L. 2013. Analyzing the effects of feedback in the context of task-oriented reading performance. . 15th biennial Earli conference Munich. GERMANY.
K. Hyggins, J. Magliano, E. Vidal-Abarca, T. Martínez, D. S. McNamara. 2013. The role of bridging skills in task oriented reading. . 2013 Conference of American of Educational Research Association San Francisco. UNITED STATES.
Raquel Cerdán, Laura Gil, Vicenta Ávila, Tomás Martínez & Carmen Candel. 2012. Analysis and training of adolescents¿ intertextual reading strategies with Read&Answer and TuinLEC. . International workshop on 'Multiple Document Literacy' Poitiers. FRANCE.
Gil, L.;Llorens AC.;Gilaber, R.;Martínez, T.; Vidal-Abarca, E. 2014. Automated scoring of Short-Answers in a Reading Literacy Intelligent Tutoring System. . Society for Text and Discourse 2014 Conferencie Chicago (Illinois). UNITED STATES.
Gil,L.;Llorens, A.C,;Gilaber, R.; Martínez, T.; Vidal-Abarca, E. 2014. Automated Scoring of Short-Answers in a reading literacy intelligent tutoring system. . 24th Annual Meeting Society fort text and discourse Chicago. UNITED STATES.
Serrano, MA.; Vidal-Abarca, E.; Gilabert, R.; Gil, L.; Mañá, A.; Ferrer, A.; Martínez, T.; Ávila, V.; Llorens, AC.; Cerdán, R. 2015. Read&Learn: a Tool for the study of self-regulation in task-oriented reading activities. . 16th Biennial EARLI Conference for Research on Learning and Instruction CYPRUS.
Eduardo Vidal-Abarca, Raquel Cerdán, Tomás Martínez, Antonio Ferrer y Carmen Candel. 2015. Facilitating inferences or fighting misconceptions? Feedback messages to aid question-answering and learning from text. . 25th Annual Meeting of the Society for Text and Discourse UNITED STATES.
Arantxa García; Ignacio Máñez; Eduardo Vidal-Abarca; Tomás Martínez. 2016. Comprensión y competencia lectora, ¿dos caras de la misma moneda?. . 4th International Congress of Educational Sciences and Development Santiago de Compostela. SPAIN.
Ignacio Máñez; Eduardo Vidal-Abarca; Tomás Martínez; Arantxa García. 2016. Efectos de la retroalimentación formativa sobre la selección de información relevante para responder preguntas. . 4th International Congress of Educational Sciences and Development Santiago de Compostela. SPAIN.
Ignacio Máñez; Eduardo Vidal-Abarca; Tomás Martínez. 2016. Accuracy to select relevant information to answer questions from a text. . 26th Annual Meeting of the Society for Text and Discourse Kassel. GERMANY.
Ignacio Máñez; Tomás Martínez; Eduardo Vidal-Abarca. 2016. Comparing two methods to score automatically the selection of relevant information from a text. . 26th Annual Metting of the Society for Text and Discourse Kassel. GERMANY.
Tomás Martínez; Eduardo Vidal-Abarca; Arantxa García; Ignacio Máñez; María-Ángeles Serrano. 2016. eTextBook template (eT-t): an Application based on Read&Learn technology for the analysis of learning processes on electronic textbooks. . European Association for Research on Learning and Instruction (EARLI SIG-27 Biennial Conference) Oulu. FINLAND.
Eduardo Vidal-Abarca; Ignacio Máñez; Tomás Martínez; Joseph Magliano. 2016. Are verbal and behavioral online data harmonious in tracing individual differences in task-oriented reading situations?. . European Association for Research on Learning and Instruction (EARLI SIG-27 Biennial Conference) Oulu. FINLAND.
Tomás Martínez; Ignacio Máñez; Eduardo Vidal-Abarca. 2016. Automatic scoring of relevant and non-relevant text information when answering questions from an available text. . European Association for Research on Learning and Instruction (EARLI SIG-27 Biennial Conference) Oulu. FINLAND.
Ignacio Máñez; Eduardo Vidal-Abarca; Tomás Martínez; Panayiota Kendeou. 2017. Does Feedback influence learning? The role of text availability and prior knowledge. . 27th Annual Meeting of the Society for Text & Discourse Philadelphia. UNITED STATES.
Ignacio Máñez; Eduardo Vidal-Abarca; Tomás Martínez; Panayiota Kendeou. 2017. How Skilled and less-skilled comprehenders process complex elaborated feedback: a think-aloud study. . 27th Annual Meeting of the Society for Text & Discourse Philadelphia. UNITED STATES.
Eduardo Vidal-Abarca; Tomás Martínez; Antonio Ferrer; Arantxa García. 2017. ¿Cómo favorecer el aprendizaje tras un error? El papel de la búsqueda junto al feedback de acierto y error. . VI Jornadas de la ERI Lectura Valencia. SPAIN.
Eduardo Vidal-Abarca; Tomás Martínez; Antonio Ferrer; Arantxa García. 2017. Searching, elaboration on the correct response or elaboration on the mistake: What does it work on feedback?. . Society for text and discourse Philadelphia. UNITED STATES.
Ignacio Máñez; Eduardo Vidal-Abarca; Tomás Martínez; Panayiota Kendeou. 2017. Efectos del conocimiento previo, la disponibilidad del texto y el procesamiento del feedback en el aprendizaje de textos expositivos. . Charlas quincenales ERI Lectura Valencia. SPAIN.
Tomás Martínez; Alba Rubio; Eduardo Vidal-Abarca. 2017. The Role of word identification and text processing to predict young adult reading performance on different reading literacy tasks. . 27th Annual Meeting of the Society for Text & Discourse UNITED STATES.
Tomás Martínez; Alba Rubio; Eduardo Vidal-Abarca. 2017. SupLEC. Una prueba de la evaluación de la competencia lectora académica en la Educación Superior. . Charlas quincenales ERI-Lectura SPAIN.

Projects