Developmental dysgraphia: An overview and framework for research

References

• Afonso, O., Suárez-Coalla, P., & Cuetos, F. (2015). Spelling impairments in Spanish dyslexic adults. Frontiers in Psychology, 6, 3. doi: 10.3389/fpsyg.2015.00466
   PubMed Web of Science ®Google Scholar
• Angelelli, P., Judica, A., Spinelli, D., Zoccolotti, P., & Luzzatti, C. (2004). Characteristics of writing disorders in Italian dyslexic children. Cognitive and Behavioral Neurology, 17, 18–31. doi: 10.1097/00146965-200403000-00003
   PubMedGoogle Scholar
• Angelelli, P., Notarnicola, A., Judica, A., Zoccolotti, P., & Luzzatti, C. (2010). Spelling impairments in Italian dyslexic children: Phenomenological changes in primary school. Cortex, 46, 1299–1311. doi: 10.1016/j.cortex.2010.06.015
   PubMed Web of Science ®Google Scholar
• Apel, K. (2009). The acquisition of mental orthographic representations for reading and spelling development. Communication Disorders Quarterly, 31(1), 42–52. doi: 10.1177/1525740108325553
   Google Scholar
• Barisic, K., Kohnen, S., & Nickels, L. (2017). Developmental graphemic buffer dysgraphia in English: A single case study. Cognitive Neuropsychology.
   PubMed Web of Science ®Google Scholar
• Baxter, D. M., & Warrington, E. K. (1986). Ideational agraphia: A single case study. Journal of Neurology, Neurosurgery & Psychiatry, 49, 369–374. doi: 10.1136/jnnp.49.4.369
   PubMed Web of Science ®Google Scholar
• Beauvois, M. F., & Dérouesné, J. (1981). Lexical or orthographic agraphia. Brain, 104, 21–49. doi: 10.1093/brain/104.1.21
   PubMed Web of Science ®Google Scholar
• Beeson, P., Rapcsak, S., Plante, E., Chargualaf, J., Chung, A., Johnson, S., & Trouard, T. (2003). The neural substrates of writing: A functional magnetic resonance imaging study. Aphasiology, 17, 647–665. doi: 10.1080/02687030344000067
   Web of Science ®Google Scholar
• Berninger, V. W., Abbott, R. D., Jones, J., Wolf, B. J., Gould, L., Anderson-Youngstrom, M.,  …  Apel, K. (2006). Early development of language by hand: Composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling. Developmental Neuropsychology, 29, 61–92. doi: 10.1207/s15326942dn2901_5
   PubMed Web of Science ®Google Scholar
• Berninger, V. W. (1999). Coordinating transcription and text generation in working memory during composing: Automatic and constructive processes. Learning Disability Quarterly, 22, 99–112. doi: 10.2307/1511269
   Web of Science ®Google Scholar
• Bishop, D. V. (1997). Cognitive neuropsychology and developmental disorders: Uncomfortable bedfellows. The Quarterly Journal of Experimental Psychology Section A, 50, 899–923. doi: 10.1080/713755740
   PubMedGoogle Scholar
• Brunsdon, R., Coltheart, M., & Nickels, L. (2005). Treatment of irregular word spelling in developmental surface dysgraphia. Cognitive Neuropsychology, 22, 213–251. doi: 10.1080/02643290442000077
   PubMed Web of Science ®Google Scholar
• Campbell, R., & Butterworth, B. (1985). Phonological dyslexia and dysgraphia in a highly literate subject: A developmental case with associated deficits of phonemic processing and awareness. The Quarterly Journal of Experimental Psychology Section A, 37, 435–475. doi: 10.1080/14640748508400944
   PubMedGoogle Scholar
• Caramazza, A. (1984). The logic of neuropsychological research and the problem of patient classification in aphasia. Brain and Language, 21, 9–20. doi: 10.1016/0093-934X(84)90032-4
   PubMed Web of Science ®Google Scholar
• Caramazza, A. (1986). On drawing inferences about the structure of normal cognitive systems from the analysis of patterns of impaired performance: The case for single-patient studies. Brain and Cognition, 5, 41–66. doi: 10.1016/0278-2626(86)90061-8
   PubMed Web of Science ®Google Scholar
• Caramazza, A., & McCloskey, M. (1988). The case for single-patient studies. Cognitive Neuropsychology, 5, 517–527. doi: 10.1080/02643298808253271
   Web of Science ®Google Scholar
• Caramazza, A., & Miceli, G. (1990). The structure of graphemic representations. Cognition, 37, 243–297. doi: 10.1016/0010-0277(90)90047-N
   PubMed Web of Science ®Google Scholar
• Caramazza, A., Miceli, G., Villa, G., & Romani, C. (1987). The role of the graphemic buffer in spelling: Evidence from a case of acquired dysgraphia. Cognition, 26, 59–85. doi: 10.1016/0010-0277(87)90014-X
   PubMed Web of Science ®Google Scholar
• Castles, A., & Coltheart, M. (1993). Varieties of developmental dyslexia. Cognition, 47, 149–180. doi: 10.1016/0010-0277(93)90003-E
   PubMed Web of Science ®Google Scholar
• Castles, A., & Coltheart, M. (2004). Is there a causal link from phonological awareness to success in learning to read? Cognition, 91, 77–111. doi: 10.1016/S0010-0277(03)00164-1
   PubMed Web of Science ®Google Scholar
• Castles, A., Kohnen, S., Nickels, L., & Brock, J. (2014). Developmental disorders: What can be learned from cognitive neuropsychology? Philosophical Transactions of the Royal Society B: Biological Sciences, 369, 20130407. doi: 10.1098/rstb.2013.0407
   PubMed Web of Science ®Google Scholar
• Cholewa, J., Mantey, S., Heber, S., & Hollweg, W. (2010). Developmental surface and phonological dysgraphia in German 3rd graders. Reading and Writing, 23, 97–127. doi: 10.1007/s11145-008-9153-7
   Web of Science ®Google Scholar
• Coltheart, M., & Funnell, E. (1987). Reading and writing: One lexicon or two? In D. A. Allport, D. G. Mackay, W. Prinz, & E. Scheerer (Eds.), Language and production: Relationships between listening, speaking, reading, and writing (pp. 313–339). London: Academic Press.
   Google Scholar
• Coltheart, M. (2015). What kinds of things cause children’s reading difficulties? Australian Journal of Learning Difficulties, 20, 103–112. doi: 10.1080/19404158.2015.1114000
   Web of Science ®Google Scholar
• Coltheart, M., Masterson, J., Byng, S., Prior, M., & Riddoch, J. (1983). Surface dyslexia. The Quarterly Journal of Experimental Psychology Section A, 35, 469–495. doi: 10.1080/14640748308402483
   PubMedGoogle Scholar
• Cuetos, F., & Labos, E. (2001). The autonomy of the orthographic pathway in a shallow language: Data from an aphasic patient. Aphasiology, 15, 333–342. doi: 10.1080/02687040042000313
   Web of Science ®Google Scholar
• Danna, J., & Velay, J. L. (2015). Basic and supplementary sensory feedback in handwriting. Frontiers in Psychology, 6, 57. doi: 10.3389/fpsyg.2015.00169
   PubMed Web of Science ®Google Scholar
• Definition of Dyslexia. (2017). Retrieved from https://dyslexiaida.org/definition-of-dyslexia
   Google Scholar
• Döhla, D., & Heim, S. (2016). Developmental dyslexia and dysgraphia: What can we learn from the one about the other? Frontiers in psychology, 6, 700. doi: 10.3389/fpsyg.2015.02045
   Web of Science ®Google Scholar
• Ehri, L. C. (1986). Sources of difficulty in learning to spell and read words. In M. Wolraich & D. Routh (Eds.), Advances in developmental and behavioral pediatrics (Vol. 7, pp. 121–195). Greenwich, CT: JAI Press.
   Google Scholar
• Ellis, A. W. (1982). Spelling and writing (and reading and speaking). In A. W. Ellis (Ed.), Normality and pathology in cognitive functions (pp. 113–146). London: Academic Press.
   Google Scholar
• Ellis, A. W. (1988). Normal writing processes and peripheral acquired dysgraphias. Language and Cognitive Processes, 3, 99–127. doi: 10.1080/01690968808402084
   Google Scholar
• Frith, U. (1978). From print to meaning and from print to sound, or how to read without knowing how to spell. Visible Language, 12, 43–54.
   Google Scholar
• Frith, U. (1980). Unexpected spelling problems. In U. Frith (Ed.), Cognitive processes in spelling (pp. 495–515). London: Academic Press.
   Google Scholar
• Funnell, E., & Davison, M. (1989). Lexical capture: A developmental disorder of reading and spelling. The Quarterly Journal of Experimental Psychology Section A, 41, 471–487. doi: 10.1080/14640748908402377
   PubMedGoogle Scholar
• Gentry, J. R. (1982). An analysis of developmental spelling in “GNYS AT WRK”. The Reading Teacher, 36, 192–200.
   Web of Science ®Google Scholar
• Goodman, R. A., & Caramazza, A. (1986a). Aspects of the spelling process: Evidence from a case of acquired dysgraphia. Language and Cognitive Processes, 1, 263–296. doi: 10.1080/01690968608404678
   Google Scholar
• Goodman, R. A., & Caramazza, A. (1986b). Phonologically plausible errors: Implications for a model of the phoneme-grapheme conversion mechanism in the spelling process. In G. Augst (Ed.), New trends in graphemics and orthography (pp. 300–325). Berlin: Walter de Gruyter.
   Google Scholar
• Goulandris, N. K., & Snowling, M. (1991). Visual memory deficits: A plausible cause of developmental dyslexia? Evidence from a single case study. Cognitive Neuropsychology, 8, 127–154. doi: 10.1080/02643299108253369
   Web of Science ®Google Scholar
• Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170–182. doi: 10.1037/0022-0663.89.1.170
   Web of Science ®Google Scholar
• Graham, N. L. (2014). Dysgraphia in primary progressive aphasia: Characterisation of impairments and therapy options. Aphasiology, 28, 1092–1111. doi: 10.1080/02687038.2013.869308
   Web of Science ®Google Scholar
• Halsband, U., & Lange, R. K. (2006). Motor learning in man: A review of functional and clinical studies. Journal of Physiology-Paris, 99, 414–424. doi: 10.1016/j.jphysparis.2006.03.007
   PubMed Web of Science ®Google Scholar
• Hanley, J. R, & Gard, F. (1995). A dissociation between developmental surface and phonological dyslexia in twoundergraduate students. Neuropsychologia, 33, 909–914. doi: 10.1016/0028-3932(95)00038-5
   PubMed Web of Science ®Google Scholar
• Hanley, J. R., Hastie, K., & Kay, J. (1992). Developmental surface dyslexia and dysgraphia: An orthographic processing impairment. The Quarterly Journal of Experimental Psychology Section A, 44, 285–319. doi: 10.1080/02724989243000046
   PubMedGoogle Scholar
• Hepner, C., McCloskey, M., & Rapp, B. (2017). Do reading and spelling share orthographic representations? Evidence from developmental dysgraphia. Cognitive Neuropsychology.
   PubMed Web of Science ®Google Scholar
• Hillis, A. E., & Caramazza, A. (1991). Mechanisms for accessing lexical representations for output: Evidence from a category-specific semantic deficit. Brain and Language, 40, 106–144. doi: 10.1016/0093-934X(91)90119-L
   PubMed Web of Science ®Google Scholar
• Hillis, A. E., & Caramazza, A. (1992). The reading process and its disorders. In D. I. Margolin (Ed.), Cognitive Neuropsychology in Clinical Practice (pp. 229–261). Oxford: Oxford University Press.
   Google Scholar
• Hollerbach, J. M. (1981). An oscillation theory of handwriting. Biological Cybernetics, 39, 139–156. doi: 10.1007/BF00336740
   Web of Science ®Google Scholar
• Holmes, V. M., & Quinn, L. (2009). Unexpectedly poor spelling and phonological-processing skill. Scientific Studies of Reading, 13, 295–317. doi: 10.1080/10888430903001225
   Web of Science ®Google Scholar
• Houghton, G., & Zorzi, M. (2003). Normal and impaired spelling in a connectionist dual-route architecture. Cognitive Neuropsychology, 20, 115–162. doi: 10.1080/02643290242000871
   PubMed Web of Science ®Google Scholar
• Jones, A. C., Folk, J. R., & Rapp, B. (2009). All letters are not equal: Subgraphemic texture in orthographic working memory. Journal of Experimental Psychology: Learning, Memory, and Cognition, 35, 1389–1402. doi: 10.1037/a0017042
   PubMed Web of Science ®Google Scholar
• Jones, A. C., & Rawson, K. A. (2016). Do reading and spelling share a lexicon? Cognitive Psychology, 86, 152–184. doi: 10.1016/j.cogpsych.2016.02.003
   PubMed Web of Science ®Google Scholar
• Kandel, S., Lassus-Sangosse, D., Grosjacques, G., & Perret, C. (2017). The impact of developmental dyslexia and dysgraphia on movement production during word writing. Cognitive Neuropsychology.
   PubMed Web of Science ®Google Scholar
• Kandel, S., & Perret, C. (2015). How does the interaction between spelling and motor processes build up during writing acquisition? Cognition, 136, 325–336. doi: 10.1016/j.cognition.2014.11.014
   PubMed Web of Science ®Google Scholar
• Kandel, S., & Valdois, S. (2006). Syllables as functional units in a copying task. Language and Cognitive Processes, 21, 432–452. doi: 10.1080/01690960400018378
   Web of Science ®Google Scholar
• Karmiloff-Smith, A. (1997). Crucial differences between developmental cognitive neuroscience and adult neuropsychology. Developmental Neuropsychology, 13, 513–524. doi: 10.1080/87565649709540693
   Web of Science ®Google Scholar
• Kersey, A. J., & James, K. H. (2013). Brain activation patterns resulting from learning letter forms through active self-production and passive observation in young children. Frontiers in Psychology, 4, 567. doi: 10.3389/fpsyg.2013.00567
   PubMed Web of Science ®Google Scholar
• Maggio, S., Lété, B., Chenu, F., Jisa, H., & Fayol, M. (2012). Tracking the mind during writing: Immediacy, delayed, and anticipatory effects on pauses and writing rate. Reading and Writing, 25, 2131–2151. doi: 10.1007/s11145-011-9348-1
   Web of Science ®Google Scholar
• Margolin, D. I. (1984). The neuropsychology of writing and spelling: Semantic, phonological, motor, and perceptual processes. The Quarterly Journal of Experimental Psychology Section A, 36, 459–489. doi: 10.1080/14640748408402172
   PubMedGoogle Scholar
• Marinelli, C. V., Cellini, P., Zoccolotti, & Angelelli, P. (2017) Whole word processing and sensitivity to written regularity in a consistent orthography: A reading and spelling longitudinal study on dyslexic and typically developing children. Cognitive Neuropsychology.
   PubMed Web of Science ®Google Scholar
• Masterson, J. J., & Crede, L. A. (1999). Learning to Spell: Implications for Assessment and Intervention. Language Speech and Hearing Services in Schools, 30, 243–254. doi: 10.1044/0161-1461.3003.243
   PubMed Web of Science ®Google Scholar
• Masterson, J., Laxon, V., Lovejoy, S., & Morris, V. (2007). Phonological skill, lexical decision and letter report performance in good and poor adult spellers. Journal of Research in Reading, 30, 429–442. doi: 10.1111/j.1467-9817.2007.00347.x
   Web of Science ®Google Scholar
• McCloskey, M., Aliminosa, D., & Macaruso, P. (1991). Theory-based assessment of acquired dyscalculia. Brain and Cognition, 17, 285–308. doi: 10.1016/0278-2626(91)90078-M
   PubMed Web of Science ®Google Scholar
• McCloskey, M., Badecker, W., Goodman-Schulman, R. A., & Aliminosa, D. (1994). The structure of graphemic representations in spelling: Evidence from a case of acquired dysgraphia. Cognitive Neuropsychology, 11, 341–392. doi: 10.1080/02643299408251979
   Web of Science ®Google Scholar
• McCloskey, M., & Caramazza, A. (1988). Theory and methodology in cognitive neuropsychology: A response to our critics. Cognitive Neuropsychology, 5, 583–623. doi: 10.1080/02643298808253276
   Web of Science ®Google Scholar
• McCloskey, M. (2001). The future of cognitive neuropsychology. In B. Rapp (Ed.), What deficits reveal about the human mind/brain: A handbook of cognitive neuropsychology (pp. 593–610). Philadelphia: Psychology Press.
   Google Scholar
• Menichelli, A., Rapp, B., & Semenza, C. (2008). Allographic agraphia: A case study. Cortex, 44(7), 861–868. doi: 10.1016/j.cortex.2007.06.002
   PubMed Web of Science ®Google Scholar
• Miceli, G., Benvegnù, B., Capasso, R., & Caramazza, A. (1997). The independence of phonological and orthographic lexical forms: Evidence from aphasia. Cognitive Neuropsychology, 14, 35–69. doi: 10.1080/026432997381619
   Web of Science ®Google Scholar
• Miceli, G., & Capasso, R. (2006). Spelling and dysgraphia. Cognitive Neuropsychology, 23, 110–134. doi: 10.1080/02643290500202730
   PubMed Web of Science ®Google Scholar
• Miozzo, M., & De Bastiani, P. (2002). The organization of letter-form representations in written spelling: Evidence from acquired dysgraphia. Brain and Language, 80, 366–392. doi: 10.1006/brln.2001.2598
   PubMed Web of Science ®Google Scholar
• Palmis, S., Danna, J., Velay, J.-L., & Longcamp, M. (2017). Motor control of handwriting in the developing brain: A review. Cognitive Neuropsychology.
   PubMed Web of Science ®Google Scholar
• Planton, S., Jucla, M., Roux, F. E., & Démonet, J. F. (2013). The “handwriting brain”: A meta-analysis of neuroimaging studies of motor versus orthographic processes. Cortex, 49, 2772–2787. doi: 10.1016/j.cortex.2013.05.011
   PubMed Web of Science ®Google Scholar
• Pollo, T. C., Kessler, B., & Treiman, R. (2009). Statistical patterns in children’s early writing. Journal of Experimental Child Psychology, 104, 410–426. doi: 10.1016/j.jecp.2009.07.003
   PubMed Web of Science ®Google Scholar
• Pontart, V., Bidet-Ildei, C., Lambert, E., Morisset, P., Flouret, L., & Alamargot, D. (2013). Influence of handwriting skills during spelling in primary and lower secondary grades. Frontiers in Psychology, 4, 818. doi: 10.3389/fpsyg.2013.00818
   PubMed Web of Science ®Google Scholar
• Posteraro, L., Zinelli, P., & Mazzucchi, A. (1988). Selective impairment of the graphemic buffer in acquired dysgraphia: A case study. Brain and Language, 35, 274–286. doi: 10.1016/0093-934X(88)90112-5
   PubMed Web of Science ®Google Scholar
• Prunty, M., & Barnett, A. L. (2017). Understanding handwriting difficulties: A comparison of children with and without motor impairment. Cognitive Neuropsychology.
   PubMed Web of Science ®Google Scholar
• Purcell, J. J., Turkeltaub, P. E., Eden, G. F., & Rapp, B. (2011). Examining the central and peripheral processes of written word production through meta-analysis. Frontiers in Psychology, 2, doi: 10.3389/fpsyg.2011.00239.
   PubMed Web of Science ®Google Scholar
• Rapp, B., & Caramazza, A. (1997). From graphemes to abstract letter shapes: Levels of representation in written spelling.. Journal of Experimental Psychology: Human Perception and Performance, 23, 1130–1152. doi: 10.1037/0096-1523.23.4.1130
   PubMed Web of Science ®Google Scholar
• Rapp, B., & Dufor, O. (2011). The neurotopography of written word production: An fMRI investigation of the distribution of sensitivity to length and frequency. Journal of Cognitive Neuroscience, 23, 4067–4081. doi: 10.1162/jocn_a_00109
   PubMed Web of Science ®Google Scholar
• Rapp, B., Epstein, C., & Tainturier, M. J. (2002). The integration of information across lexical and sublexical processes in spelling. Cognitive Neuropsychology, 19, 1–29. doi: 10.1080/0264329014300060
   PubMed Web of Science ®Google Scholar
• Rapp, B., Purcell, J., Hillis, A. E., Capasso, R., & Miceli, G. (2016). Neural bases of orthographic long-term memory and working memory in dysgraphia. Brain, 139, 588–604. doi: 10.1093/brain/awv348
   PubMed Web of Science ®Google Scholar
• Romani, C., Ward, J., & Olson, A. (1999). Developmental surface dysgraphia: What is the underlying cognitive impairment? The Quarterly Journal of Experimental Psychology Section A, 52, 97–128. doi: 10.1080/713755804
   PubMedGoogle Scholar
• Roncoli, S., & Masterson, J. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8, 143–166. doi: 10.1080/17586801.2016.1159539
   Google Scholar
• Roux, S., McKeeff, T. J., Grosjacques, G., Afonso, O., & Kandel, S. (2013). The interaction between central and peripheral processes in handwriting production. Cognition, 127, 235–241. doi: 10.1016/j.cognition.2012.12.009
   PubMed Web of Science ®Google Scholar
• Seymour, P. H. K, & Evans, H. M. (1993). The visual (orthographic) processor and developmental dyslexia. In D. M. Willows, R. S. Kruk, & E. Corcos (Eds.), Visual processes in reading and reading disabilities (pp. 347–376). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Seymour, P. H. K. (1986). Cognitive analysis of dyslexia. London,England: Routledge & Kegan Paul.
   Google Scholar
• Shallice, T. (1981). Phonological agraphia and the lexical route in writing. Brain: A Journal of Neurology, 104, 413–429. doi: 10.1093/brain/104.3.413
   PubMed Web of Science ®Google Scholar
• Smits-Engelsman, B. C., Niemeijer, A. S., & van Galen, G. P. (2001). Fine motor deficiencies in children diagnosed as DCD based on poor grapho-motor ability. Human Movement Science, 20, 161–182. doi: 10.1016/S0167-9457(01)00033-1
   PubMed Web of Science ®Google Scholar
• Smits-Engelsman, B. C., & Van Galen, G. P. (1997). Dysgraphia in children: Lasting psychomotor deficiency or transient developmental delay? Journal of Experimental Child Psychology, 67(2), 164–184. doi: 10.1006/jecp.1997.2400
   PubMed Web of Science ®Google Scholar
• Smyth, M. M., & Silvers, G. (1987). Functions of vision in the control of handwriting. Acta Psychologica, 65, 47–64. doi: 10.1016/0001-6918(87)90046-1
   Web of Science ®Google Scholar
• Snowling, M., Stackhouse, J., & Rack, J. (1986). Phonological dyslexia and dysgraphia—a developmental analysis. Cognitive Neuropsychology, 3, 309–339. doi: 10.1080/02643298608253362
   Web of Science ®Google Scholar
• Sotiropolous, A., & Hanley, J. R. (2017). The relationship between lexical decision and spelling in developmental surface dysgraphia: Evidence for a unitary orthographic system. Cognitive Neuropsychology.
   Web of Science ®Google Scholar
• Stadie, N., & van de Vijver, R. (2003). A linguistic and neuropsychological approach to remediation in a German case of developmental dysgraphia. Annals of Dyslexia, 53, 280–299. doi: 10.1007/s11881-003-0013-5
   Web of Science ®Google Scholar
• Tainturier, M.-J., Bosse, M.-L., Roberts, D. J., Valdois, S., & Rapp, B. (2013). Lexical neighborhood effects in pseudoword spelling. Frontiers in Psychology, 4, 862. doi: 10.3389/fpsyg.2013.00862
   PubMed Web of Science ®Google Scholar
• Tainturier, M.-J., & Rapp, B. (2001). The spelling process. In B. Rapp (Ed.), The handbook of cognitive neuropsychology: What deficits reveal about the human mind (pp. 263–289). Philadelphia, PA: Psychology Press.
   Google Scholar
• Temple, C. M. (1985). Developmental surface dysgraphia: A case report. Applied Psycholinguistics, 6, 391–405. doi: 10.1017/S0142716400006329
   Web of Science ®Google Scholar
• Temple, C. M. (1986). Developmental dysgraphias. The Quarterly Journal of Experimental Psychology Section A, 38, 77–110. doi: 10.1080/14640748608401586
   PubMedGoogle Scholar
• Temple, C. M. (1990). Foop is still floop: A six year follow-up of phonological dyslexia and dysgraphia. Reading and Writing, 2(3), 209–221. doi: 10.1007/BF00257972
   Web of Science ®Google Scholar
• Temple, C. M, & Marshall, J. C. (1983). A case study of developmental phonological dyslexia. British Journal of Psychology, 74(4), 517–533. doi: 10.1111/j.2044-8295.1983.tb01883.x
   PubMed Web of Science ®Google Scholar
• Treiman, R., & Bourassa, D. C. (2000). The development of spelling skill. Topics in Language Disorders, 20, 1–18. doi: 10.1097/00011363-200020030-00004
   Web of Science ®Google Scholar
• Treiman, R., & Kessler, B. (2014). How children learn to write words. New York: Oxford University Press.
   Google Scholar
• Treiman, R. (1993). Beginning to spell. New York: Oxford University Press.
   Google Scholar
• Treiman, R. (2003). Phonology and spelling. In T. Nunes, & P. Bryant (Eds.), Handbook of children’s literacy (pp. 31–42). Dordrecht: Kluver.
   Google Scholar
• Treiman, R. (2017). Learning to spell: Phonology and beyond. Cognitive Neuropsychology.
   PubMed Web of Science ®Google Scholar
• Valdois, S., Bosse, M. L., Ans, B., Carbonnel, S., Zorman, M., David, D., & Pellat, J. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing, 16, 541–572. doi: 10.1023/A:1025501406971
   Google Scholar
• Van Galen, G. P. (1991). Handwriting: Issues for a psychomotor theory. Human Movement Science, 10, 165–191. doi: 10.1016/0167-9457(91)90003-G
   Web of Science ®Google Scholar
• Van Galen, G. P., Portier, S. J., Smits-Engelsman, B. C., & Schomaker, L. R. (1993). Neuromotor noise and poor handwriting in children. Acta Psychologica, 82, 161–178. doi: 10.1016/0001-6918(93)90010-O
   PubMed Web of Science ®Google Scholar
• Varnhagen, C. K., McCallum, M., & Burstow, M. (1997). Is children's spelling naturally stage-like? Reading and Writing, 9, 451–481. doi: 10.1023/A:1007903330463
   Web of Science ®Google Scholar
• Yachini, M., & Friedmann, N. (2010). Developmental graphemic buffer dysgraphia. Procedia - Social and Behavioral Sciences, 6, 148–149. doi: 10.1016/j.sbspro.2010.08.073
   Google Scholar