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Teacher practices for teaching writing in Greek primary schools
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The use of advanced planning among emerging writers
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The effectiveness of self-regulated strategy development on improving English writing: Evidence from the last decade
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Properties of a combined measure of reading and writing: the Assessment of Writing, Self-Monitoring, and Reading (AWSM Reader)
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Constructing theoretically informed measures of pause duration in experimentally manipulated writing
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Typical 6-year-old children’s confusion between “b” and “d” in reading cannot be assimilated to reversal
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Reading in print versus digital media uses different cognitive strategies: evidence from eye movements during science-text reading
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The effect of communicative purpose and reading medium on pauses during different phases of the textualization process
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Handwriting versus keyboarding: Does writing modality affect quality of narratives written by beginning writers?
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Dynamics of mirror writing compared to conventional writing in typical preliterate children
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Backwards writing: An unexpected ability in writing
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Writing with imagination: the influence of hot and cold executive functions in children with autism characteristics and typically developing peers
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Matthew effects in writing productivity during second grade
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The effect of transcription skills, text generation, and self-regulation on Icelandic children’s text writing
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Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy
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Inferential comprehension differences between narrative and expository texts: a systematic review and meta-analysis
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Exploring the dimensionality of kindergarten written composition
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Writing and reading performance in Year 1 Australian classrooms: associations with handwriting automaticity and writing instruction
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To click or not to click: investigating conflict detection and sourcing in a multiple document hypertext environment
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Teachers’ practices and beliefs about teaching writing: a comprehensive survey of grades 1 to 3 teachers
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Teaching writing in the primary grades in Norway: a national survey
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Teaching writing in grades 4–6 in urban schools in Chile: a national survey
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Who writes what when?: Examining children’s early composing
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Introduction to the special issue on the dynamics of written word production: methods, models and processing units
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Knowledge of persuasion and writing goals predict the quality of children’s persuasive writing