| The teachability and effectiveness of cognitive self-regulation in sixth-grade writers M Torrance, R Fidalgo, JN García Learning and instruction 17 (3), 265-285, 2007 | 277 | 2007 |
| Percepción de los estudiantes sobre el desarrollo de competencias a través de diferentes metodologías activas PR Ramón, RF Redondo, OA Gundín, LÁ Fernández Revista de investigación educativa 33 (2), 369-383, 2015 | 209 | 2015 |
| El aprendizaje basado en problemas: revisión de estudios empíricos internacionales M Fernández Martínez, JN García Sánchez, AM Caso Fuertes, ... Revista de educación, 2006 | 188 | 2006 |
| The long-term effects of strategy-focussed writing instruction for grade six students R Fidalgo, M Torrance, JN García Contemporary Educational Psychology 33 (4), 672-693, 2008 | 163 | 2008 |
| Children's high‐level writing skills: Development of planning and revising and their contribution to writing quality T Limpo, RA Alves, R Fidalgo British Journal of Educational Psychology 84 (2), 177-193, 2014 | 159 | 2014 |
| Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy JN García-Sánchez, R Fidalgo-Redondo Learning disability quarterly 29 (3), 181-211, 2006 | 136 | 2006 |
| The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. RA Alves, T Limpo, R Fidalgo, L Carvalhais, LÁ Pereira, SL Castro Journal of Educational Psychology 108 (5), 665, 2016 | 133 | 2016 |
| Strategy-focused writing instruction: Just observing and reflecting on a model benefits 6th grade students R Fidalgo, M Torrance, G Rijlaarsdam, H Van den Bergh, ML Álvarez Contemporary Educational Psychology 41, 37-50, 2015 | 126 | 2015 |
| El desarrollo de las competencias transversales en magisterio mediante el aprendizaje basado en problemas y el método de caso O Arias-Gundín, R Fidalgo, JN García Revista de Investigación Educativa 26 (2), 431-444, 2008 | 101 | 2008 |
| Las directrices del Espacio Europeo de Educación Superior en el marco legislativo del sistema universitario español R Fidalgo Redondo, JN García Sánchez Aula abierta, 2007 | 96 | 2007 |
| Diferencias en la conciencia de los procesos psicológicos de la escritura: mecánicos frente a sustantivos y otros JN García, R Fidalgo Psicothema 15 (1), 41-48, 2003 | 72 | 2003 |
| Orchestration of Writing Processes and Writing Products: A Comparison of Sixth-Grade Students with and without Learning Disabilities. JN García, R Fidalgo Learning Disabilities: A Contemporary Journal 6 (2), 77-98, 2008 | 68 | 2008 |
| Effects of direct instruction and strategy modeling on upper-primary students’ writing development P López, M Torrance, G Rijlaarsdam, R Fidalgo Frontiers in psychology 8, 1054, 2017 | 62 | 2017 |
| Effects of teaching planning strategies to first‐grade writers M Arrimada, M Torrance, R Fidalgo British Journal of Educational Psychology 89 (4), 670-688, 2019 | 57 | 2019 |
| Effects of two types of self-regulatory instructions in students with learning disabilities in writing product, process and self-efficacy JN García, R Fidalgo Learning Disability Quarterly 29 (3), 181-211, 2006 | 57 | 2006 |
| Writing self-efficacy changes after cognitive strategy intervention in students with learning disabilities: The mediational role of gender in calibration JN García, R Fidalgo The Spanish Journal of Psychology 11 (2), 414-432, 2008 | 55 | 2008 |
| Metacognición y comprensión lectora: conocimiento y uso de estrategias O Arias-Gundín, R Fidalgo, P Robledo International Journal of Developmental and Educational Psychology 2 (1), 195-201, 2012 | 51 | 2012 |
| Valoración docente de las metodologías activas: un aspecto clave en el proceso de Convergencia Europea B Martínez Cocó, JN García Sánchez, P Robledo Ramón, ... Aula abierta, 2007 | 50 | 2007 |
| Do sixth‐grade writers need process strategies? M Torrance, R Fidalgo, P Robledo British Journal of Educational Psychology 85 (1), 91-112, 2015 | 47 | 2015 |
| Developing writing skills through cognitive self-regulation instruction R Fidalgo, M Torrance Design principles for teaching effective writing, 89-118, 2017 | 45 | 2017 |
