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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 25, 2005 - Issue 1
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Original Articles

The slow handwriting of undergraduate students constrains overall performance in exam essays

Vincent Connelly * Oxford Brookes University, UKView further author information
,
Julie E. Dockrell University of London, UKCorrespondence[email protected]
&
Jo Barnett London South Bank University, UK
Pages 99-107 | Published online: 05 Oct 2010

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Michelle N. Maurer. (2024) Correlates of Early Handwriting: Differential Patterns for Girls and Boys. Early Education and Development 35:4, pages 843-858.
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Laura Sperl, Clara Marie Breier, Eric Grießbach & Stefan R. Schweinberger. (2024) Do typing skills matter? Investigating university students’ typing speed and performance in online exams. Higher Education Research & Development 43:4, pages 981-995.
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Cecilia Ka Yuk Chan. (2023) A systematic review – handwritten examinations are becoming outdated, is it time to change to typed examinations in our assessment policy?. Assessment & Evaluation in Higher Education 48:8, pages 1385-1401.
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Mariona Pascual & Naymé Salas. (2021) The cognitive profile and text-based traits of struggling writers (El perfil cognitivo y los rasgos textuales de los escritores con dificultades). Journal for the Study of Education and Development 44:1, pages 219-253.
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Ivonne Montgomery & Jill G Zwicker. (2020) Use of Printing like a Pro! in a School-Based Printing Club to Improve Handwriting Legibility in Primary Grade Students. Journal of Occupational Therapy, Schools, & Early Intervention 13:1, pages 40-54.
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Patricia Laverdure$suffix/text()$suffix/text() & Belle Wilmer$suffix/text()$suffix/text(). (2018) Using an Outdoor Voice. Journal of Occupational Therapy, Schools, & Early Intervention 11:4, pages 474-484.
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Sonia Kandel, Delphine Lassus-Sangosse, Géraldine Grosjacques & Cyril Perret. (2017) The impact of developmental dyslexia and dysgraphia on movement production during word writing. Cognitive Neuropsychology 34:3-4, pages 219-251.
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Emily McMaster & Tara Roberts. (2016) Handwriting in 2015: A main occupation for primary school–aged children in the classroom?. Journal of Occupational Therapy, Schools, & Early Intervention 9:1, pages 38-50.
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Debra McCarney, Lynne Peters, Sarah Jackson, Marie Thomas & Amanda Kirby. (2013) Does Poor Handwriting Conceal Literacy Potential in Primary School Children?. International Journal of Disability, Development and Education 60:2, pages 105-118.
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Paula Fitzpatrick, Nanho Vander Hart & Cathryn Cortesa. (2013) The Influence of Instructional Variables and Task Constraints on Handwriting Performance. The Journal of Educational Research 106:3, pages 216-234.
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Nora Mogey & James Hartley. (2013) To write or to type? The effects of handwriting and word-processing on the written style of examination essays. Innovations in Education and Teaching International 50:1, pages 85-93.
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Rui Alexandre Alves, São Luís Castro & Thierry Olive. (2008) Execution and pauses in writing narratives: Processing time, cognitive effort and typing skill . International Journal of Psychology 43:6, pages 969-979.
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Vincent Connelly, Sonya Campbell, Morag MacLean & Jim Barnes. (2006) Contribution of Lower Order Skills to the Written Composition of College Students With and Without Dyslexia. Developmental Neuropsychology 29:1, pages 175-196.
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Stephen T. Peverly. (2006) The Importance of Handwriting Speed in Adult Writing. Developmental Neuropsychology 29:1, pages 197-216.
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Nichola Stuart, Stefania Zoia, Marina Biancotto & Anna L. Barnett. (2024) The Handwriting Legibility Scale: A Language and Age Extension for Students With and Without Specific Learning Difficulties. Journal of Motor Learning and Development, pages 1-25.
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