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). ESTADOS UNIDOS DE AMÉRICA.
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. ESTADOS UNIDOS DE AMÉRICA.
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 CHIPRE.
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 ESTADOS UNIDOS DE AMÉRICA.
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. ESPAÑA.
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. ESPAÑA.
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. ALEMANIA.
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. ALEMANIA.
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. FINLANDIA.
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. FINLANDIA.
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. FINLANDIA.
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. ESTADOS UNIDOS DE AMÉRICA.
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. ESTADOS UNIDOS DE AMÉRICA.
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. ESPAÑA.
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. ESTADOS UNIDOS DE AMÉRICA.
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. ESPAÑA.
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 ESTADOS UNIDOS DE AMÉRICA.
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 ESPAÑA.
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. REINO UNIDO.
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. REINO UNIDO.
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). REINO UNIDO.
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. REINO UNIDO.
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. ESPAÑA.
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. ESTADOS UNIDOS DE AMÉRICA.
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 ESTADOS UNIDOS DE AMÉRICA.
