Citations (15)
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Frédéric Puyjarinet, Perrine Madramany, Anne Autexier, Emmanuel Madieu, Jessica Nesensohn & Maëlle Biotteau. (2022) Psychomotor intervention to improve handwriting skills in children with ADHD: A single-case experimental design with direct inter-subject and systematic replications. Neuropsychological Rehabilitation 0:0, pages 1-27.
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Karen Ray, Kerry Dally & Alison E. Lane. (2022) Impact of A Co-taught Handwriting Intervention for Kindergarten Children in A School Setting: A Pilot, Single Cohort Study. Journal of Occupational Therapy, Schools, & Early Intervention 15:3, pages 244-264.
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Patricia Eadie, Jane Page, Penny Levickis, Catriona Elek, Lisa Murray, Lucas Wang & Catherine Lloyd-Johnsen. (2022) Domains of quality in early childhood education and care: A scoping review of the extent and consistency of the literature. Educational Review 0:0, pages 1-30.
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Loïc Pulido & Pascale Thériault. (2022) Manuscript and/or Cursive: The Contribution of Research Conducted Since 2012 on Handwriting Instruction. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-17.
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Erin Klein, Ivonne Montgomery & Jill G. Zwicker. (2021) Evidence for Pre-printing Interventions: A Scoping Review. Journal of Occupational Therapy, Schools, & Early Intervention 14:4, pages 400-436.
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Erin Klein, Ivonne Montgomery & Jill G. Zwicker. (2021) Theory and Evidence for Pre-printing Development: A Scoping Review. Journal of Occupational Therapy, Schools, & Early Intervention 14:4, pages 357-399.
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Emily Hunter & Marie-Christine Potvin. (2020) Effectiveness of a Handwriting Curriculum in Kindergarten Classrooms. Journal of Occupational Therapy, Schools, & Early Intervention 13:1, pages 55-68.
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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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Articles from other publishers (7)
Marta Elisa Seoane-Martín & María Carmen Rodríguez-Martínez. (2023) Potential Role of Occupational Therapist Intervention in Elementary School for Children with Additional Support Needs: A Systematic Review. Children 10:8, pages 1291.
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Can Zhang, Can Wang, Zhiqing Deng, Jie Gao, Zilan Ding & Juan Chen. (2023) Hand copy performance of young children and the illiterate, semi-illiterate, and literate adults. Current Psychology.
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Julia M. Guzmán & Lenin C. Grajo. (2023) Preliminary Rasch Construct and Reliability Validation of TeleWrite: A Telehealth-Based Handwriting Assessment. OTJR: Occupational Therapy Journal of Research 43:3, pages 342-350.
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Nathalie Bonneton-Botté, Ludovic Miramand, Rodolphe Bailly & Christelle Pons. (2023) Teaching and Rehabilitation of Handwriting for Children in the Digital Age: Issues and Challenges. Children 10:7, pages 1096.
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Cecilia W.P. Li-Tsang, Tim M.H. Li, C.N. Yang, Phoebe P.P. Cheung, K.Y. Au, Y.P. Chan, K.Y. Cheung, K.H. Ho, K.W. Kwok & Howard W.H. Leung. (2023) Evaluation of a group-based sensorimotor intervention programme to improve Chinese handwriting of primary school students. Heliyon 9:2, pages e12554.
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Julie GettmanJulia Cartwright & Mary Dryden. 2022. Best Practices in School Neuropsychology. Best Practices in School Neuropsychology
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Lisa Gonzalves. (2021) Development of copying skills in L2 adult English learners with emergent print literacy. Journal of Second Language Writing 51, pages 100790.
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