Fitxa persona

Subjects taught and teaching methods

30710 - INTERVENCIÓ EDUCATIVA
46929 - Interv. Difficul. in Reading Comp. and Writ. Exp. - Master's Degree in Special Education
33615 - Dificult. en el Lenguaje Oral y Escrito - Degree in Preschool Education
46928 - Interv. dificult. reconocim. y escritura palabras - Master's Degree in Special Education

Tutorials

01/09/2025 - 27/01/2026

MIÉRCOLES de 13:00 a 14:30 DESPATX F-122 Planta 1 FACULTAT PSICOLOGIA I LOGOPÈDIA

01/09/2025 - 27/01/2026

VIERNES de 12:30 a 14:00 DESPATX D.02.05 Planta 2 FACULTAT DE MAGISTERI

28/01/2026 - 31/07/2026

LUNES de 09:30 a 12:30 DESPATX F-122 Planta 1 FACULTAT PSICOLOGIA I LOGOPÈDIA

Observations

Participate in the e-tutoring programme of the Universitat de València

Journal Publications

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.
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.
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.
Gil, L., Martínez, T. & Vidal-Abarca. 2015 On-line Assessment of Strategic Reading Literacy Skills- Computers & EducationVolume 82.
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, Pilar; Martínez, Tomás. 2014 Secuencia evolutiva del conocimiento fonológico en niños prelectores Revista de Logopedia, Foniatría y AudiologíaVolume 34. 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.
Martínez, T.; Sellés, P. 2022 El desarrollo del conocimiento de los componentes y funciones del lenguaje escrito en estudiantes prelectores (The development of knowledge about the components and functions of written language in pre-readers) Revista Signos. Estudios de LingüísticaVolume 108. Number 55.
Zapata, M; Sellés, P.; Martínez, T. 2024 Diseño de un cuestionario para medir las variables familiares que inciden en el aprendizaje de la lectura Revista electrónica de investigación y docencia creativaVolume 13. Number 35.

Participations in Conferences

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.
Tomás Martínez; Arantxa García; Eduardo Vidal-Abarca. 2018. Elaboration on the Correct response or elaboration on the mistake. What kind of elaborative feedback is more efficient?. . 28th Annual Meeting of the Society for Text & Discourse Brighton. UNITED KINGDOM.
Vidal-Abarca, E., Martinez, T., Serrano, M-A., Gil, L., Maña, A., Mañez, I., García, A., Gilabert, R., Cerdán, R., Rubio, A., Candel, C., Ferrer, A., Avila, V., Grimaldo, F., and Garcia, D. 2018. Read&Learn: A Research Tool to Record Online Processing While Learning from Documents. . 28th Annual Meeting of the ST&D (Brighton, UK) Brighton. UNITED KINGDOM.
Vidal-Abarca, E.,, Máñez, E., Martínez, T. & García, A. 2018. Does students' prior background knowledge affect how students process elaborative feedback?. . 28th Annual Meeting of the ST&D (Brighton, UK) Brighton (UK). UNITED KINGDOM.
Rubio, A.; Vidal-Abarca, E.; Martínez, T. 2018. Self-Explanation versus Question-Answering as learning techniques: an analysis in terms of comprehension processes. . 28th Annual Meeting of the Society for Text & Discourse (ST&D) Brighton. UNITED KINGDOM.
Arantxa García;Tomás Martínez;Alba Rubio;Eduardo Vidal-Abarca. 2019. Retroalimentación elaborada: ¿debemos explicar el error o ayudar a crear una nueva respuesta?. . 7th International Congress of Educational Sciences and Development Granada. SPAIN.
Arantxa García; Tomás Martínez; Eduardo Vidal-Abarca. 2019. What type of Elaborated Feedback message is more efficient for learning complex texts?. . 29th Annual Meeting of the Society for Text & Discourse (New York) New York. UNITED STATES.
Alba Rubio: Eduardo Vidal-Abarca; Tomás Martínez; Maria-Ángeles Serrano. 2020. Cognitive Processes Associated to Question-Answering and Self-Explanation. . 30th Annual Meeting of the Society for Text and Discourse UNITED STATES.

Projects