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Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary-and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478.
Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of educational psychology, 102(2), 281.
Ahmed, Y., Wagner, R. K., & Lopez, D. (2014). Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis. Journal of educational psychology, 106(2), 419.
Altemeier, L. E., Abbott, R. D., & Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy development and dyslexia. Journal of clinical and experimental neuropsychology, 30(5), 588-606.
Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. Á., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108(5), 665.
Arfé, B., Festa, F., Ronconi, L., & Spicciarelli, G. (2020). Oral sentence generation training to improve fifth and 10th graders’ writing. Reading and Writing, 1-33.
Babayiğit, S. (2014). Contributions of word-level and verbal skills to written expression: Comparison of learners who speak English as a first (L1) and second language (L2). Reading and Writing, 27(7), 1207-1229.
Bazerman, C., Applebee, A. N., Berninger, V., Brandt, D., Graham, S., Matsuda, P. K., ... & Schleppegrell, M. (2017). Taking the long view on writing development.
Beers, S. F., & Nagy, W. E. (2011). Writing development in four genres from grades three to seven: Syntactic complexity and genre differentiation. Reading and Writing, 24(2), 183-202.
Benko, S. L. (2012). Scaffolding: An ongoing process to support adolescent writing development. Journal of Adolescent & Adult Literacy, 56(4), 291-300.
Berninger, V. W., & Abbott, R. D. (2010). Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7. Journal of educational psychology, 102(3), 635.
Berninger, V. W., Cartwright, A. C., Yates, C. M., Swanson, H. L., & Abbott, R. D. (1994). Developmental skills related to writing and reading acquisition in the intermediate grades. Reading and Writing, 6(2), 161-196.
Berninger, V. W., & Chanquoy, L. (2012). What writing is and how it changes across early and middle childhood development. Writing: A mosaic of new perspectives, 65-84.
Berninger, V. W., Fuller, F., & Whitaker, D. (1996). A process model of writing development across the life span. Educational Psychology Review, 8(3), 193-218.
Berninger, V. W., Nielsen, K. H., Abbott, R. D., Wijsman, E., & Raskind, W. (2008). Writing problems in developmental dyslexia: Under-recognized and under-treated. Journal of school psychology, 46(1), 1-21.
Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., & Abbott, R. (1992). Lower-level developmental skills in beginning writing. Reading and Writing, 4(3), 257-280.
Bruning, R., & Kauffman, D. F. (2015). Self-efficacy beliefs and motivation in writing development. Handbook of writing research, 2, 160-173.
Camp, H. (2012). The psychology of writing development—And its implications for assessment. Assessing Writing, 17(2), 92-105.
Conrad, N. J. (2008). From reading to spelling and spelling to reading: Transfer goes both ways. Journal of Educational Psychology, 100(4), 869.
Coyle, Y., & de Larios, J. R. Age-Related Differences in L2 Written Performance and Written Corrective Feedback Processing and Use. In The Routledge Handbook of Second Language Acquisition and Writing (pp. 125-138). Routledge.
Donovan, C. A., & Smolkin, L. B. (2006). Children’s understanding of genre and writing development. Handbook of writing research, 131-143.
Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in language disorders.
Erbeli, F., Hart, S. A., Kim, Y. S. G., & Taylor, J. (2017). The effects of genetic and environmental factors on writing development. Learning and individual differences, 59, 11-21.
Favart, M., Potocki, A., Broc, L., Quemart, P., Bernicot, J., & Olive, T. (2016). The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence. Research in developmental disabilities, 59, 318-327.
Felton, M. K. (2004). The development of discourse strategies in adolescent argumentation. Cognitive development, 19(1), 35-52.
Fitzgerald, J., & Shanahan, T. (2000). Reading and writing relations and their development. Educational Psychologist, 35(1), 39-50.
Floyd, R.G., Ozuru, Y., McNamara, D. (2011) Comprehension challenges in the fourth grade: The roles of text cohesion, text genre, and readers' prior knowledge. International Electronic Journal of Elementary Education, 4(1), 229-257.
Garcia, M., Marlatt, R., McDermott, M., & O'Byrne, W. I. (2021). Today Is the Tomorrow We Should Have Prepared for Yesterday: Rebuilding Our Classrooms to Facilitate Student-Centered, Teacher-Sustaining, Tech-Supported Education. Voices From the Middle, 28(4), 21-25.
Gillespie, A., Olinghouse, N. G., & Graham, S. (2013). Fifth-grade students' knowledge about writing process and writing genres. The Elementary School Journal, 113(4), 565-588.
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(1), 170.
Graham, S., & Harris, K.R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational psychologist, 35(1), 3-12.
Graham, S., Harris, K. R., Fishman, E., Houston, J., Wijekumar, K., Lei, P. W., & Ray, A. B. (2019). Writing skills, knowledge, motivation, and strategic behavior predict students’ persuasive writing performance in the context of robust writing instruction. The Elementary School Journal, 119(3), 487-510.
Graham, S., Hebert, M., Fishman, E., Ray, A. B., & Rouse, A. G. (2020). Do Children With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis. Journal of Learning Disabilities, 1–19. DOI: 10.1177/0022219420917338.
Graham, S., & Santangelo, T. (2014). Does spelling instruction make students better spellers, readers, and writers? A meta-analytic review. Reading and Writing, 27(9), 1703-1743.
Hall, A. H., & Grisham-Brown, J. (2011). Writing development over time: Examining preservice teachers' attitudes and beliefs about writing. Journal of Early Childhood Teacher Education, 32(2), 148-158.
Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the writing, knowledge, and motivation of struggling young writers: Effects of self-regulated strategy development with and without peer support. American educational research journal, 43(2), 295-340.
Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of educational psychology, 78(4), 243.
Keck, C. (2014). Copying, paraphrasing, and academic writing development: A re-examination of L1 and L2 summarization practices. Journal of Second Language Writing, 25, 4-22.
Kim, Y. S. G., & Park, S. H. (2019). Unpacking pathways using the direct and indirect effects model of writing (DIEW) and the contributions of higher order cognitive skills to writing. Reading and Writing, 32(5), 1319-1343.
Kubina Jr, R. M., Mason, L. H., Vostal, B. R., & Taft, R. J. (2011). Self-Regulated Strategy Development Instruction: Effects of Lesson Structure on a Teacher's Behaviors. Learning Disabilities: A Multidisciplinary Journal, 17(3), 131-138.
Language and Reading Research Consortium. (2015). The dimensionality of language ability in young children. Child Development, 86(6), 1948-1965.
Lim, J., Tigchelaar, M., & Polio, C. (2021). Understanding text-based studies of linguistic development through goals for academic writing. Language Awareness, 1-20.
Limpo, T., & Alves, R. A. (2013). Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality. Journal of Educational Psychology, 105(2), 401.
McCutchen, D. (1986). Domain knowledge and linguistic knowledge in the development of writing ability. Journal of Memory and Language, 25(4), 431-444.
McCutchen, D. (2000). Knowledge, processing, and working memory: Implications for a theory of writing. Educational psychologist, 35(1), 13-23.
McCutchen, D. (2006). Cognitive factors in the development of children’s writing. Handbook of writing research, 8, 115-30.
Myhill, D. (2008). Towards a linguistic model of sentence development in writing. Language and Education, 22(5), 271-288.
Nolen, S. B. (2007). Young children's motivation to read and write: Development in social contexts. Cognition and instruction, 25(2-3), 219-270.
Paquette, K. R. (2008). Integrating the 6+ 1 writing traits model with cross-age tutoring: An investigation of elementary students' writing development. Literacy Research and Instruction, 48(1), 28-38.
Peng, Y., Li, Y., Su, Y., Chen, K., & Jiang, S. (2022). Effects of group awareness tools on student engagement, performance, and perception in online collaborative writing: Intergroup information matters. The Internet and Higher Education, 100845.
Perin, D., Keselman, A., & Monopoli, M. (2003). The academic writing of community college remedial students: Text and learner variables. Higher Education, 45(1), 19-42.
Peterson, S. (2006). Influence of gender on writing development. Handbook of writing research, 311, 323.
Reppen, R. (2020). Elementary learners’ writing. In The Routledge Handbook of Corpus Approaches to Discourse Analysis (pp. 219-234). Routledge.
Rønneberg, V., Torrance, M., Uppstad, P. H., & Johansson, C. (2022). The process-disruption hypothesis: how spelling and typing skill affects written composition process and product. Psychological Research, 1-17.
Rose, D. (2009). Writing as linguistic mastery: The development of genre-based literacy. The SAGE handbook of writing development. London: SAGE, 151-166.
Schultz, K., & Fecho, B. (2000). Society's child: Social context and writing development. Educational Psychologist, 35(1), 51-62.
Shanahan, T., MacArthur, C. A., Graham, S., & Fitzgerald, J. (2006). Relations among oral language, reading, and writing development. Handbook of writing research, 171-183.
Sommers, N. (2008). The call of research: A longitudinal view of writing development. College Composition and Communication, 60(1), 152-164.
Struthers, L., Lapadat, J. C., & MacMillan, P. D. (2013). Assessing cohesion in children’s writing: Development of a checklist. Assessing Writing, 18(3), 187-201.
Torrance, M., Arrimada, M., & Gardner, S. (2020). Child‐level factors affecting rate of learning to write in first grade. British Journal of Educational Psychology, e12390.
Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and writing, 24(2), 203-220.
Wardle, E., & Roozen, K. (2012). Addressing the complexity of writing development: Toward an ecological model of assessment. Assessing Writing, 17(2), 106-119.