English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This paper analyzes the cognitive and meta-cognitive strategies used by deaf students in secondary education in the writing of narrative texts. The data was collected by using a “cognitive interview” and a questionnaireguide. A content analysis of interviews was subsequently applied according to a categories ranking system that has been validated by an “experts’ judgment” procedure (Salvador & García, 2005). One of the main findings was that students generally do not have adequate knowledge of the cognitive process and the global act of writing. Furthermore, it should be noted that there is variability among deaf students, depending on their individual and contextual characteristics. From the diverse results obtained, it can be seen that deaf secondary school children have educational needs in order to improve skills related to cognitive and metacognitive processes of written composition

La composición escrita de textos narrativos en alumnos sordos de educación secundaria