Citations (64)
Keep up to date with the latest research on this topic with citation updates for this article.
Read on this site (5)
Catherine Meulemans, Mariëlle Leijten & Sven De Maeyer. (2023) The influence of age and verb transitivity on written sentence production. Clinical Linguistics & Phonetics 37:10, pages 958-977.
Read now
Read now
Carolina Cordeiro, Sofia Magalhães, Andreia Nunes, Thierry Olive, São Luís Castro & Teresa Limpo. (2022) Mindful Acceptance Predicts Writing Achievement in 6th-Graders. Journal of Research in Childhood Education 36:2, pages 346-362.
Read now
Read now
Verena E. Pritchard, Stephanie A. Malone & Charles Hulme. (2021) Early Handwriting Ability Predicts the Growth of Children’s Spelling, but Not Reading, Skills. Scientific Studies of Reading 25:4, pages 304-318.
Read now
Read now
Teresa Limpo & Steve Graham. (2020) THE ROLE OF HANDWRITING INSTRUCTION IN WRITERS’ EDUCATION. British Journal of Educational Studies 68:3, pages 311-329.
Read now
Read now
Sarjan Grewal & Gareth J. Williams. (2018) Writing product and process in children with English as an additional language. Journal of Cognitive Psychology 30:8, pages 803-815.
Read now
Read now
Articles from other publishers (59)
Liliana Tolchinsky, Elisa Rosado & Melina Aparici. (2023) Internal and external appraisals of analytical writing. A proposal for assessing development and potential improvement. International Review of Applied Linguistics in Language Teaching 0:0.
Crossref
Crossref
Cecilia Beatriz Moreno & Ángel Javier Tabullo. 2023. Hippocampus - More than Just Memory. Hippocampus - More than Just Memory.
Renata S. Rocha, Inês Soeiro, Sofia Magalhães, São Luís Castro & Teresa Limpo. (2023) Effects of SRSD writing interventions in grade 3: examining the added value of attention vs. transcription training components. Reading and Writing.
Crossref
Crossref
Eivor Finset Spilling, Vibeke Rønneberg, Wenke Mork Rogne, Jens Roeser & Mark Torrance. (2023) Writing by hand or digitally in first grade: Effects on rate of learning to compose text. Computers & Education 198, pages 104755.
Crossref
Crossref
Emma Sumner, Ruth Nightingale, Karen Gurney, Mellissa Prunty & Anna L. Barnett. (2023) Doing the ‘write’ thing: handwriting and typing support in secondary schools in England. Literacy.
Crossref
Crossref
Moa Gärdenfors & Victoria Johansson. (2023) Written products and writing processes in Swedish deaf and hard of hearing children: an explorative study on the impact of linguistic background. Frontiers in Psychology 14.
Crossref
Crossref
Ángel Valenzuela & Ramón D. Castillo. (2022) The effect of communicative purpose and reading medium on pauses during different phases of the textualization process. Reading and Writing 36:4, pages 881-908.
Crossref
Crossref
Mariona Pascual, Olga Soler & Naymé Salas. (2023) In a split second: Handwriting pauses in typical and struggling writers. Frontiers in Psychology 13.
Crossref
Crossref
Hugo Vilar & Mariona Pascual. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts
325
352
.
Forooq Zarrabi, Mohammad Hossein Fadavi Amiri & Hossein Bozorgian. (2022) Effects of the longest pause, its location, and pause variance on successful EFL writing performance across writing tasks with diverse degrees of complexity. System 110, pages 102929.
Crossref
Crossref
Renata S. Rocha, São Luís Castro & Teresa Limpo. (2022) The role of transcription and executive functions in writing: a longitudinal study in the transition from primary to intermediate Grades. Reading and Writing 35:8, pages 1911-1932.
Crossref
Crossref
Vibeke Rønneberg, Mark Torrance, Per Henning Uppstad & Christer Johansson. (2022) The process-disruption hypothesis: how spelling and typing skill affects written composition process and product. Psychological Research 86:7, pages 2239-2255.
Crossref
Crossref
Catherine Meulemans, Mariëlle Leijten, Luuk Van Waes, Sebastiaan Engelborghs & Sven De Maeyer. (2022) Cognitive Writing Process Characteristics in Alzheimer’s Disease. Frontiers in Psychology 13.
Crossref
Crossref
Carmen López-Escribano, Javier Martín-Babarro & Raquel Pérez-López. (2022) Promoting Handwriting Fluency for Preschool and Elementary-Age Students: Meta-Analysis and Meta-Synthesis of Research From 2000 to 2020. Frontiers in Psychology 13.
Crossref
Crossref
Sophie Hall, Veerle M. Baaijen & David Galbraith. (2022) Constructing theoretically informed measures of pause duration in experimentally manipulated writing. Reading and Writing.
Crossref
Crossref
Young-Suk Grace Kim. (2022) Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?. Written Communication 39:2, pages 200-227.
Crossref
Crossref
Sara Zadunaisky Ehrlich, Anat Stavans & Batia Seroussi. (2022) Spelling Errors in Expository Texts Written in Hebrew at the Elementary School Level. The Elementary School Journal 122:3, pages 361-377.
Crossref
Crossref
Liliana Tolchinsky. 2022. Developing Language and Literacy. Developing Language and Literacy
321
347
.
Ana Camacho, Rui A. Alves, Fien De Smedt, Hilde Van Keer & Pietro Boscolo. (2021) Relations among motivation, behaviour, and performance in writing: A multiple‐group structural equation modeling study. British Journal of Educational Psychology 91:4, pages 1456-1480.
Crossref
Crossref
Sirine Bouriga & Thierry Olive. (2021) Is typewriting more resources-demanding than handwriting in undergraduate students?. Reading and Writing 34:9, pages 2227-2255.
Crossref
Crossref
Minkyung Kim, Yu Tian & Scott A. Crossley. (2021) Exploring the relationships among cognitive and linguistic resources, writing processes, and written products in second language writing. Journal of Second Language Writing 53, pages 100824.
Crossref
Crossref
Barbara Arfé, Federica Festa, Lucia Ronconi & Gaia Spicciarelli. (2020) Oral sentence generation training to improve fifth and 10th graders’ writing. Reading and Writing 34:7, pages 1851-1883.
Crossref
Crossref
Jens Roeser, Sven De Maeyer, Mariëlle Leijten & Luuk Van Waes. (2021) Modelling typing disfluencies as finite mixture process. Reading and Writing.
Crossref
Crossref
Lénia Carvalhais, Teresa Limpo & Luísa Álvares Pereira. (2021) The Contribution of Word-, Sentence-, and Discourse-Level Abilities on Writing Performance: A 3-Year Longitudinal Study. Frontiers in Psychology 12.
Crossref
Crossref
Claire Gosse, Michael Parmentier & Marie Van Reybroeck. (2021) How Do Spelling, Handwriting Speed, and Handwriting Quality Develop During Primary School? Cross-Classified Growth Curve Analysis of Children's Writing Development. Frontiers in Psychology 12.
Crossref
Crossref
Eva Odersky. 2021. Mythen, Widersprüche und Gewissheiten der Grundschulforschung. Mythen, Widersprüche und Gewissheiten der Grundschulforschung
157
163
.
Teresa Limpo, Marisa Filipe, Sofia Magalhães, Carolina Cordeiro, Andreia Veloso, São Luís Castro & Steve Graham. (2020) Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy. Reading and Writing 33:9, pages 2173-2204.
Crossref
Crossref
Elise Drijbooms, Margriet A. Groen, Denis Alamargot & Ludo Verhoeven. (2019) Online management of text production from pictures: a comparison between fifth graders and undergraduate students. Psychological Research 84:8, pages 2311-2324.
Crossref
Crossref
Gary A. Troia, Julie S. Brehmer, Kaitlin Glause, Heather L. Reichmuth & Frank Lawrence. (2020) Direct and Indirect Effects of Literacy Skills and Writing Fluency on Writing Quality Across Three Genres. Education Sciences 10:11, pages 297.
Crossref
Crossref
Olivia Afonso, Cristina Martínez-García, Fernando Cuetos & Paz Suárez-Coalla. (2020) The development of handwriting speed and its relationship with graphic speed and spelling. Cognitive Development 56, pages 100965.
Crossref
Crossref
Teresa Jacques, Rui A. Alves, Setareh Fadaei & Fernando Barbosa. (2020) Real-Time Psychophysiological and Writing Correlates of Expressive Writing. Experimental Psychology 67:4, pages 237-245.
Crossref
Crossref
Teresa Limpo, Vanessa Vigário, Renata Rocha & Steve Graham. (2020) Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation. Contemporary Educational Psychology 61, pages 101856.
Crossref
Crossref
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.
Crossref
Crossref
Carolina Cordeiro, Teresa Limpo, Thierry Olive & São Luís Castro. (2019) Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing 33:4, pages 813-833.
Crossref
Crossref
Sofia Magalhães, Ana Mesquita, Marisa Filipe, Andreia Veloso, São Luís Castro & Teresa Limpo. (2020) Spelling Performance of Portuguese Children: Comparison Between Grade Level, Misspelling Type, and Assessment Task. Frontiers in Psychology 11.
Crossref
Crossref
Forooq Zarrabi & Hossein Bozorgian. (2020) EFL Students’ Cognitive Performance during Argumentative Essay Writing: A log-file data analysis. Computers and Composition 55, pages 102546.
Crossref
Crossref
Rianne Conijn, Jens Roeser & Menno van Zaanen. (2019) Understanding the keystroke log: the effect of writing task on keystroke features. Reading and Writing 32:9, pages 2353-2374.
Crossref
Crossref
Stephen M. Doolan. 2019. The Wiley Handbook of Adult Literacy. The Wiley Handbook of Adult Literacy
107
129
.
Mariëlle Leijten, Luuk Van Waes, Iris Schrijver, Sarah Bernolet & Lieve Vangehuchten. (2019) MAPPING MASTER’S STUDENTS’ USE OF EXTERNAL SOURCES IN SOURCE-BASED WRITING IN L1 AND L2. Studies in Second Language Acquisition 41:3, pages 555-582.
Crossref
Crossref
Gareth J. Williams, Rebecca F. Larkin, Emily Coyne-Umfreville & Toni C. Herbert. (2019) The Effects of Planning and Handwriting Style on Quantity Measures in Secondary School Children’s Writing. Frontiers in Psychology 10.
Crossref
Crossref
Paul Deane, Yi Song, Peter van Rijn, Tenaha O’Reilly, Mary Fowles, Randy Bennett, John Sabatini & Mo Zhang. (2018) The case for scenario-based assessment of written argumentation. Reading and Writing 32:6, pages 1575-1606.
Crossref
Crossref
Julie E. Dockrell, Vincent Connelly & Barbara Arfè. (2019) Struggling writers in elementary school: Capturing drivers of performance. Learning and Instruction 60, pages 75-84.
Crossref
Crossref
Anne-Marie Adams & Fiona R. Simmons. (2018) Exploring individual and gender differences in early writing performance. Reading and Writing 32:2, pages 235-263.
Crossref
Crossref
Paul Deane, Tenaha O'Reilly, Szu‐Fu Chao & Kelsey Dreier. (2018) Writing Processes in Short Written Responses to Questions Probing Prior Knowledge. ETS Research Report Series 2018:1, pages 1-30.
Crossref
Crossref
Clara Thöne. (2018) Basale Schreibfähigkeiten bei neu zugewanderten Kindern und Jugendlichen in der Sekundarstufe. ÖDaF-Mitteilungen 34:2, pages 44-59.
Crossref
Crossref
Teresa Limpo & Rui A. Alves. (2017) Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training. Journal of Learning Disabilities 51:4, pages 381-398.
Crossref
Crossref
Marie Van Reybroeck & Nathalie Michiels. (2018) Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study. Reading and Writing 31:6, pages 1319-1341.
Crossref
Crossref
Teresa Limpo, Naiana Parente & Rui A. Alves. (2018) Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study. Reading and Writing 31:6, pages 1343-1366.
Crossref
Crossref
Claire Gosse, Simon Carbonnelle, Christophe de Vleeschouwer & Marie Van Reybroeck. (2018) Specifying the graphic characteristics of words that influence children’s handwriting. Reading and Writing 31:5, pages 1181-1207.
Crossref
Crossref
Séverine Maggio, Marie Izaute & Florence Chenu. (2018) Spelling while writing texts. L’Année psychologique Vol. 118:1, pages 3-28.
Crossref
Crossref
Teresa Limpo & Rui A. Alves. (2017) Written Language Bursts Mediate the Relationship Between Transcription Skills and Writing Performance. Written Communication 34:3, pages 306-332.
Crossref
Crossref
Srdan Medimorec & Evan F. Risko. (2017) Pauses in written composition: on the importance of where writers pause. Reading and Writing 30:6, pages 1267-1285.
Crossref
Crossref
Pyung-Gang Jung, Kristen L. McMaster & Robert C. delMas. (2016) Effects of Early Writing Intervention Delivered Within a Data-Based Instruction Framework. Exceptional Children 83:3, pages 281-297.
Crossref
Crossref
Beverly Wolf, Robert D. Abbott & Virginia W. Berninger. (2016) Effective beginning handwriting instruction: multi-modal, consistent format for 2 years, and linked to spelling and composing. Reading and Writing 30:2, pages 299-317.
Crossref
Crossref
Ana Camacho & Rui A. Alves. (2016) Fostering parental involvement in writing: development and testing of the program Cultivating Writing. Reading and Writing 30:2, pages 253-277.
Crossref
Crossref
Peter Wallis, Todd Richards, Peter Boord, Robert Abbott & Virginia Berninger. (2017) Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities. Creative Education 08:05, pages 716-748.
Crossref
Crossref
Teresa Limpo, Rui A. Alves & Vincent Connelly. (2017) Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades. Learning and Individual Differences 53, pages 26-36.
Crossref
Crossref
Janne von Koss Torkildsen, Frøydis Morken, Wenche A. Helland & Turid Helland. (2015) The dynamics of narrative writing in primary grade children: writing process factors predict story quality. Reading and Writing 29:3, pages 529-554.
Crossref
Crossref
Jasmin Niedo Jones & Virginia Wise Berninger. (2016) Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction. Open Journal of Modern Linguistics 06:04, pages 276-292.
Crossref
Crossref