Claustro
Lidia Casado Ledesma

Lidia Casado Ledesma

Titulación	Doctora en Psicología
Email	lidia.casado@udima.es
Mis webs	https://orcid.org/0000-0002-8813-9036
Idiomas	Inglés e Italiano
Dedicación	Tiempo completo
Planes de estudio	Máster Universitario en Formación del Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas Grado en Magisterio de Educación Infantil Grado en Magisterio de Educación Primaria

Casado-Ledesma, L., & Tarchi, C. (2024). The influence of textual genre in multiple-text comprehension. Learning & Instruction, 93. https://doi.org/10.1016/j.learninstruc.2024.101947
Casado-Ledesma, L., Tarchi, C., Ravera, E., & Di Bari, C. (2024). Cultivating life skills through reflective writing in higher education. Edizioni Junior.
Casado-Ledesma, L., Martín, E., & Cuevas, I. (2023). Integrar y conciliar versus persuadir y refutar: Transformando el debate en el aula para enseñar a argumentar. Cuadernos de Pedagogía, 540, 1–5.
Casado-Ledesma, L., Cuevas, I., Van den Bergh, H., Rijlaarsdam, G., Mateos, M., Granado-Peinado, M., & Martín, E. (2021). Teaching argumentative synthesis writing through deliberative dialogues: Instructional practices in secondary education. Instructional Science, 49, 515–559. https://doi.org/10.1007/s11251-021-09548-3
Casado-Ledesma, L., Cuevas, I., & Martín, E. (2021). Learning science through argumentative synthesis writing and deliberative dialogues: A comprehensive and effective methodology in secondary education. Reading and Writing. https://doi.org/10.1007/s11145-021-10191-0
Tarchi, C., Casado-Ledesma, L., Guidi, E., & Anmarkrud, Ø. (2025). Adjusting strategies when reading reliable and unreliable texts. Learning and Instruction, 100, 102218. https://doi.org/10.1016/j.learninstruc.2025.102218
Tarchi, C., & Casado-Ledesma, L. (2024). Readers’ awareness in the use of intertextual strategies when reading multiple texts. Journal of Writing Research.
Cuevas, I., Mateos, M., Casado-Ledesma, L., Olmos, R., Granado-Peinado, M., Luna, M., Núñez, J.A., & Martín, E. (2024). How to improve argumentative syntheses written by undergraduates using guides and instructional rubrics. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-024-00890-x
Tarchi, C., Zappoli, A., Casado-Ledesma, L., & Brante, E. W. (2024). The Use of ChatGPT in Source-Based Writing Tasks. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-024-00413-1
Vettori, G., Casado-Ledesma, L., Tesone, S., & Tarchi, C. (2023). Key language, cognitive and higher-order skills for L2 reading comprehension of expository texts in English as foreign language students: a systematic review. Reading and Writing. https://doi.org/10.1007/s11145-023-10479-3
Tarchi, C., Villalón, R., Vandermeulen, N., Casado-Ledesma, L., & Fallaci, A.P. (2023). Recursivity in Source-based Writing: A Process Analysis. Reading and Writing. https://doi.org/10.1007/s11145-023-10482-8
Tarchi, C., Casado-Ledesma, L., Sanna, G., & Conti, M. (2023). The relationship between Theory of Mind and multiple documents comprehension in university students: preliminary research findings. European Journal of Psychology of Education. https://doi.org/10.1007/s10212-023-00755-9
Granado-Peinado, M., Cuevas, I., Olmos, R., Martín, E., Casado-Ledesma, L., & Mateos, M. (2022). Collaborative writing of argumentative syntheses by low-performing undergraduate writers: explicit instruction and practice. Reading and Writing. https://doi.org/10.1007/s11145-022-10318-x