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Educational Psychologist Volume 35, 2000 - Issue 1: Writing Development
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Original Articles

Knowledge, Processing, and Working Memory: Implications for a Theory of Writing

Deborah McCutchen
Pages 13-23 | Published online: 08 Jun 2010

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Helen L. Breadmore, Emily Côté & S. Hélène Deacon. (2023) The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling. Scientific Studies of Reading 27:5, pages 408-427.
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Cheung Yin Ling, Doris Choy & Liang Wei Jhen. (2023) Impacts of a socio-cognitive and motivation-and-learning approach on students’ writing with a real audience. Education 3-13 51:5, pages 850-861.
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Tamara Bastianello, Margherita Brondino, Valentina Persici & Marinella Majorano. (2023) A Novel Computer-Based Assessment Tool for Evaluating Early Literacy Skills in Italian Preschoolers. Journal of Research in Childhood Education 37:2, pages 177-196.
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Tsz Wing Tsang & Hui Jing Lu. (2022) Hand movement improves word memory of Grade 1 students. International Journal of School & Educational Psychology 10:3, pages 408-417.
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Emily Grenner, Joost van de Weijer, Victoria Johansson & Birgitta Sahlén. (2022) Predictors of narrative text quality in students with hearing loss. Logopedics Phoniatrics Vocology 47:3, pages 157-165.
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Yusra Ahmed, Shawn Kent, Paul T. Cirino & Milena Keller-Margulis. (2022) The Not-So-Simple View of Writing in Struggling Readers/Writers. Reading & Writing Quarterly 38:3, pages 272-296.
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İsmail Sarikaya & Ömer Yılar. (2021) Exploring Self-Regulation Skills in the Context of Peer Assisted Writing: Primary School Students’ Sample. Reading & Writing Quarterly 37:6, pages 552-573.
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Tonya N. Davis$suffix/text()$suffix/text(). (2020) Brief intervention targeting letter sounds, letter naming, and segmenting frequency skills show promise for improving spelling accuracy1. Evidence-Based Communication Assessment and Intervention 14:3, pages 138-145.
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Teresa Limpo & Steve Graham. (2020) THE ROLE OF HANDWRITING INSTRUCTION IN WRITERS’ EDUCATION. British Journal of Educational Studies 68:3, pages 311-329.
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Katharina Galuschka, Ruth Görgen, Julia Kalmar, Stefan Haberstroh, Xenia Schmalz & Gerd Schulte-Körne. (2020) Effectiveness of spelling interventions for learners with dyslexia: A meta-analysis and systematic review. Educational Psychologist 55:1, pages 1-20.
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Zulaikha Al-Saadi. (2020) Gender differences in writing: The mediating effect of language proficiency and writing fluency in text quality. Cogent Education 7:1.
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Peter J. Hills, Aimee Lee Roberts & Charlotte Boobyer. (2019) Being observed detrimentally affects face perception. Journal of Cognitive Psychology 31:8, pages 852-875.
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Zoi A. Traga Philippakos. (2019) Effects of Strategy Instruction with an Emphasis on Oral Language and Dramatization on the Quality of First Graders’ Procedural Writing. Reading & Writing Quarterly 35:5, pages 409-426.
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Samuel J. Eckrich, Mark D. Rapport, Catrina A. Calub & Lauren M. Friedman. (2019) Written expression in boys with ADHD: The mediating roles of working memory and oral expression. Child Neuropsychology 25:6, pages 772-794.
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Joost van de Weijer, Viktoria Åkerlund, Victoria Johansson & Birgitta Sahlén. (2019) Writing intervention in university students with normal hearing and in those with hearing impairment: can observational learning improve argumentative text writing?. Logopedics Phoniatrics Vocology 44:3, pages 115-123.
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Steve Graham, Karen R. Harris & Keith Beard. (2019) Teaching Writing to Young African American Male Students Using Evidence-Based Practices. Reading & Writing Quarterly 35:1, pages 19-29.
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Agnese Capodieci, Alice Serafini, Alice Dessuki & Cesare Cornoldi. (2019) Writing abilities and the role of working memory in children with symptoms of attention deficit and hyperactivity disorder. Child Neuropsychology 25:1, pages 103-121.
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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.
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David Galbraith & Veerle M. Baaijen. (2018) The Work of Writing: Raiding the Inarticulate. Educational Psychologist 53:4, pages 238-257.
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Majid Farahian & Farnaz Avarzamani. (2018) The impact of portfolio on EFL learners’ metacognition and writing performance. Cogent Education 5:1.
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Ekaterina Midgette & Priti Haria. (2016) Planning and Revising Written Arguments: the Effects of Two Text Structure-Based Interventions on Persuasiveness of 8th-Grade Students’ Essays. Reading Psychology 37:7, pages 1043-1075.
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Barbara Arfé, Sara Ghiselli & Silvia Montino. (2016) The written language of children with cochlear implant. Hearing, Balance and Communication 14:3, pages 103-110.
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Scott A. Crossley, Laura K. Allen, Kristopher Kyle & Danielle S. McNamara. (2014) Analyzing Discourse Processing Using a Simple Natural Language Processing Tool. Discourse Processes 51:5-6, pages 511-534.
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KristenD. Ritchey & DavidL. Coker$suffix/text()$suffix/text(). (2013) An Investigation of the Validity and Utility of Two Curriculum-Based Measurement Writing Tasks. Reading & Writing Quarterly 29:1, pages 89-119.
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Tzu-Ying Yu, Tsu-Hsin Howe & Jim Hinojosa. (2012) Contributions of Haptic and Kinesthetic Perceptions on Handwriting Speed and Legibility for First and Second Grade Children. Journal of Occupational Therapy, Schools, & Early Intervention 5:1, pages 43-60.
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Rhonda Martinussen & Ashley Major. (2011) Working Memory Weaknesses in Students With ADHD: Implications for Instruction. Theory Into Practice 50:1, pages 68-75.
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HeatherM. Campbell. (2010) The Technical Adequacy of Curriculum-Based Measurement Passage Copying With Secondary School English Language Learners. Reading & Writing Quarterly 26:4, pages 289-307.
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ALECIA MARIE MAGNIFICO. (2010) Writing for Whom? Cognition, Motivation, and a Writer's Audience. Educational Psychologist 45:3, pages 167-184.
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Thierry Olive, Rui Alexandre Alves & São Luís Castro. (2009) Cognitive processes in writing during pause and execution periods. European Journal of Cognitive Psychology 21:5, pages 758-785.
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Sally A. Clendon & Karen A. Erickson. (2008) The Vocabulary of Beginning Writers: Implications for Children with Complex Communication Needs. Augmentative and Alternative Communication 24:4, pages 281-293.
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Shin-Ju Cindy Lin, BrandonW. Monroe & GaryA. Troia. (2007) Development of Writing Knowledge in Grades 2–8: A Comparison of Typically Developing Writers and Their Struggling Peers. Reading & Writing Quarterly 23:3, pages 207-230.
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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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Lucy Cragg & Kate Nation. (2006) Exploring Written Narrative in Children with Poor Reading Comprehension. Educational Psychology 26:1, pages 55-72.
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Fabián Yausaz. (2005) El desarrollo de habilidades de escritura de textos en niños pequeños: el impacto de un taller escolar de composición. Culture and Education 17:4, pages 349-360.
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Damian Pobar. (2004) Case study: The development of an intervention to improve the written expression of a student diagnosed with verbal dyspraxia. Australian Journal of Learning Disabilities 9:2, pages 8-13.
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Martine A. H. Braaksma, Gert Rijlaarsdam, Huub van den Bergh & Bernadette H. A. M van Hout-Wolters. (2004) Observational Learning and Its Effects on the Orchestration of Writing Processes. Cognition and Instruction 22:1, pages 1-36.
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Ana María Borzone de Manrique & Beatriz Diuk. (2003) La escritura de textos en niños pequeños: conocimiento ortográfico y producción textual. Culture and Education 15:1, pages 17-27.
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Béatrice Bourdin & Michel Fayol. (2002) Even in adults, written production is still more costly than oral production. International Journal of Psychology 37:4, pages 219-227.
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