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Björn Witzel, Ruth Görgen-Rein, Katharina Galuschka, Sini Huemer, Irene Corvacho del Toro, Gerd Schulte-Körne & Kristina Moll. (2024) Digital game-based spelling intervention for children with spelling deficits: A randomized controlled trial. Learning and Instruction 89, pages 101842.
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Leonard Tetzlaff, Peter Edelsbrunner, Alexandra Schmitterer, Ulrike Hartmann & Garvin Brod. (2023) Modeling Interactions Between Multivariate Learner Characteristics and Interventions: a Person-Centered Approach. Educational Psychology Review 35:4.
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Tania Cruz Cordero, Joshua Wilson, Matthew C. Myers, Corey Palermo, Halley Eacker, Andrew Potter & Jessica Coles. (2023) Writing motivation and ability profiles and transition during a technology-based writing intervention. Frontiers in Psychology 14.
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Gary A. Troia, Heqiao Wang & Frank R. Lawrence. (2022) Latent profiles of writing-related skills, knowledge, and motivation for elementary students and their relations to writing performance across multiple genres. Contemporary Educational Psychology 71, pages 102100.
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David L. CokerJr.Jr., Kristen D. Ritchey, Ximena Uribe-Zarain & Austin S. Jennings. (2017) An Analysis of First-Grade Writing Profiles and Their Relationship to Compositional Quality. Journal of Learning Disabilities 51:4, pages 336-350.
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Lara-Jeane C. Costa, Crystal N. Edwards & Stephen R. Hooper. (2015) Writing Disabilities and Reading Disabilities in Elementary School Students. Learning Disability Quarterly 39:1, pages 17-30.
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Stephen R. Hooper, Lara-Jeane C. Costa, Matthew McBee, Kathleen L. Anderson, Donna Carlson Yerby, Amy Childress & Sean B. Knuth. (2011) A written language intervention for at-risk second grade students: a randomized controlled trial of the process assessment of the learner lesson plans in a tier 2 response-to-intervention (RtI) model. Annals of Dyslexia 63:1, pages 44-64.
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Virginia W. Berninger, Kathleen H. Nielsen, Robert D. Abbott, Ellen Wijsman & Wendy Raskind. (2008) Gender differences in severity of writing and reading disabilities. Journal of School Psychology 46:2, pages 151-172.
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