Citations (37)
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Articles from other publishers (33)
Juan E. Jiménez & Pablo Barrientos. (2024) Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures. International Journal of Educational Methodology volume-10-2024:volume-10-issue-1-february-2024, pages 103-121.
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Alfred Lim, Beth O’Brien & Luca Onnis. (2023) Orthography-phonology consistency in English: Theory- and data-driven measures and their impact on auditory vs. visual word recognition. Behavior Research Methods 56:3, pages 1283-1313.
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Kyung Ja Kim & Tae‐Il Pae. (2022) The moderating effects of L2 proficiency on the relationship between reading and writing in L2 and across L1 and L2. Foreign Language Annals 56:1, pages 75-101.
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Yijun Ruan, Yanyan Ye, Kelvin Fai Hong Lui, Catherine McBride & Connie Suk Han Ho. (2022)
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Mikaela A. Daries, Tracy N. Bowles & Maxine N. Schaefer. (2022) The contributions of reading and phonological awareness for spelling in grade three isiXhosa learners. Reading & Writing 13:1.
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Asimina M. Ralli, Elisavet Chrysochoou, Angeliki Giannitsa & Sotiria Angelaki. (2021) Written text production in Greek-speaking children with Developmental Language Disorder and typically developing peers, in relation to their oral language, cognitive, visual-motor coordination, and handwriting skills. Reading and Writing 35:3, pages 713-741.
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Gintautas Silinskas, Kaisa Aunola, Marja-Kristiina Lerkkanen & Saule Raiziene. (2021) Parental Teaching of Reading and Spelling Across the Transition From Kindergarten to Grade 1. Frontiers in Psychology 11.
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Riitta Virinkoski, Kenneth Eklund, Marja-Kristiina Lerkkanen, Leena Holopainen & Mikko Aro. (2021) Development of reading and arithmetic skills across Grades 1 to 4 in two groups of children receiving part-time special education. Learning and Individual Differences 85, pages 101956.
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Naymé Salas & Sara Silvente. (2019) The role of executive functions and transcription skills in writing: a cross-sectional study across 7 years of schooling. Reading and Writing 33:4, pages 877-905.
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George K. Georgiou, Minna Torppa, Karin Landerl, Alain Desrochers, George Manolitsis, Peter F. de Jong & Rauno Parrila. (2019) Reading and Spelling Development Across Languages Varying in Orthographic Consistency: Do Their Paths Cross?. Child Development 91:2.
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Simon Calmar Andersen, Mette Vedsgaard Christensen, Helena Skyt Nielsen, Mette Kjærgaard Thomsen, Torkil Østerbye & Meredith L. Rowe. (2018) How reading and writing support each other across a school year in primary school children. Contemporary Educational Psychology 55, pages 129-138.
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Young-Suk Grace Kim, Yaacov Petscher, Jeanne Wanzek & Stephanie Al Otaiba. (2018) Relations between reading and writing: a longitudinal examination from grades 3 to 6. Reading and Writing 31:7, pages 1591-1618.
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Riitta-Leena Metsäpelto, Gintautas Silinskas, Noona Kiuru, Anna-Maija Poikkeus, Eija Pakarinen, Kati Vasalampi, Marja-Kristiina Lerkkanen & Jari-Erik Nurmi. (2017) Externalizing behavior problems and interest in reading as predictors of later reading skills and educational aspirations. Contemporary Educational Psychology 49, pages 324-336.
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