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Original Articles

Early Development of Language by Hand: Composing, Reading, Listening, and Speaking Connections; Three Letter-Writing Modes; and Fast Mapping in Spelling

Pages 61-92 | Published online: 08 Jun 2010

Keep up to date with the latest research on this topic with citation updates for this article.

Read on this site (29)

Nagham Gahshan-Haddad & Naomi Weintraub. (2023) Underlying functions associated with keyboarding performance of elementary-school students. Scandinavian Journal of Occupational Therapy 30:8, pages 1415-1423.
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Alexandra Tallas & Andrew Cole. (2023) Does participating in a daily handwriting without tears curriculum for 4-weeks improve a first-grade student’s spelling abilities: Single-subject ABA design. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-10.
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Rina Khoury-Shaheen & Naomi Weintraub. (2023) Arabic Handwriting Vs. Keyboarding: Performance and Underlying Body Functions Among Elementary-School Students. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-15.
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Costanza Ruffini, Fatbardha Osmani, Chiara Martini, Winnie-Karen Giera & Chiara Pecini. (2023) The relationship between executive functions and writing in children: a systematic review. Child Neuropsychology 0:0, pages 1-59.
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Sonia Q. Cabell, Hope K. Gerde, HyeJin Hwang, Ryan Bowles, Lori Skibbe, Shayne B. Piasta & Laura M. Justice. (2022) Rate of Growth of Preschool-Age Children’s Oral Language and Decoding Skills Predicts Beginning Writing Ability. Early Education and Development 33:7, pages 1198-1221.
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Laura M.P. Bray & Camille Skubik-Peplaski. (2022) Handwriting without Tears® via Telehealth Delivery: A Case Study of Feasibility and Effectiveness for Handwriting and Spelling Outcomes. Journal of Occupational Therapy, Schools, & Early Intervention 0:0, pages 1-21.
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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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David R. Cole & Margaret Somerville. (2022) The affect(s) of literacy learning in the mud. Discourse: Studies in the Cultural Politics of Education 43:2, pages 188-204.
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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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Verónica Gil, Sara C. de León & Juan E. Jiménez. (2021) Universal Screening for Writing Risk in Spanish-Speaking First Graders. Reading & Writing Quarterly 37:2, pages 117-135.
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Michael McCloskey & Brenda Rapp. (2017) Developmental dysgraphia: An overview and framework for research. Cognitive Neuropsychology 34:3-4, pages 65-82.
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Daeryong Seo, Husein Taherbhai & Roger Frantz. (2016) Psychometric Evaluation and Discussions of English Language Learners’ Listening Comprehension. International Journal of Listening 30:1-2, pages 47-66.
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Gloria Frolek Clark$suffix/text()$suffix/text(). (2016) The occupations of literacy: Occupational therapy’s role. Journal of Occupational Therapy, Schools, & Early Intervention 9:1, pages 27-37.
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Gloria Frolek Clark & Gayle Luze. (2014) Predicting Handwriting Performance in Kindergarteners Using Reading, Fine-Motor, and Visual-Motor Measures. Journal of Occupational Therapy, Schools, & Early Intervention 7:1, pages 29-44.
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Jane Medwell & David Wray. (2014) Handwriting automaticity: the search for performance thresholds. Language and Education 28:1, pages 34-51.
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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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Allison D. Brooks, Virginia W. Berninger & Robert D. Abbott. (2011) Letter Naming and Letter Writing Reversals in Children With Dyslexia: Momentary Inefficiency in the Phonological and Orthographic Loops of Working Memory. Developmental Neuropsychology 36:7, pages 847-868.
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Eunjoo Jung, Victoria J. Molfese & Ann E. Larson. (2011) More than Good Intentioned Help: Volunteer Tutoring and Elementary Readers. Mentoring & Tutoring: Partnership in Learning 19:3, pages 277-299.
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Kenn Apel. (2010) Kindergarten Children's Initial Spoken and Written Word Learning in a Storybook Context. Scientific Studies of Reading 14:5, pages 440-463.
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Jane Medwell, Steve Strand & David Wray. (2009) The links between handwriting and composing for Y6 children. Cambridge Journal of Education 39:3, pages 329-344.
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VirginiaW. Berninger, Wendy Raskind, Todd Richards, Robert Abbott & Pat Stock. (2008) A Multidisciplinary Approach to Understanding Developmental Dyslexia Within Working-Memory Architecture: Genotypes, Phenotypes, Brain, and Instruction. Developmental Neuropsychology 33:6, pages 707-744.
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LeahE. Altemeier, RobertD. Abbott & VirginiaW. Berninger. (2008) Executive functions for reading and writing in typical literacy development and dyslexia. Journal of Clinical and Experimental Neuropsychology 30:5, pages 588-606.
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Jane Medwell & David Wray. (2008) Handwriting – A Forgotten Language Skill?. Language and Education 22:1, pages 34-47.
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Pauline Watter, Sylvia Rodger, Julie Marinac, Gail Woodyatt, Jenny Ziviani & Anne Ozanne. (2008) Multidisciplinary Assessment of Children with Developmental Coordination Disorder: Using the ICF Framework to Inform Assessment. Physical & Occupational Therapy In Pediatrics 28:4, pages 331-352.
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