Cognitive Factors in the Development of Children's Writing.

By Deborah McCutchen. 2006

254 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/079cd0dae6655ff27f1e74da0b1a8442405b28e1

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Citations in the corpus

Disciplinary Literacy in History: An Exploration of the Historical Nature of Adolescents' Writing (2010, background): “S14 may have resorted to knowledge-telling because the task placed an overwhelming cognitive demand on her (McCutchen, 2006).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, background): “Even though the relationship between planning and writing quality is not evident in younger students (Whitaker, Berninger, Johnston, & Swanson, 1994) – probably due to their poorly developed planning skills (McCutchen, 2006) – there is strong evidence that planning instruction is an effective way to”
Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, methodology): “In a similar way to preplanning, revision is hardly included in the composition process of novice writers (Fitzgerald & Markham, 1987; McCutchen, 2006).”
The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties (2008, background): “In addition, influential models of writing emphasize the importance of cognitive processes such as planning and self-regulation as central elements of skilled writing (Hayes & Nash, 1996; Kellogg, 1993; McCutchen, 2006).”
Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling (2015, background): “Because in beginning writers, planning and revising skills are poorly developed (Bereiter & Scardamalia, 1987; Limpo, Alves, & Fidalgo, 2014; McCutchen, 2006), their text production is likely to rely mostly on transcription and translating processes.”
Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students (2011, background): “The limited capacity of working memory makes writing a challenging task for anyone due to the multiple processes (e.g., planning, revising) used in writing (Gray & McCutchen, 2006).”
Addressing the Academic Needs of Adolescents With Autism Spectrum Disorder in Secondary Education (2014, background): “Writing is a communicative act between a writer and his audience (McCutchen, 2003), and individuals who have difficulty understanding others’ perspectives will have problems tailoring their writing for the intended audience.”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, background): “can be interpreted as partly reflecting the multicomponent nature of writing and the need for a more comprehensive research approach that also includes other higher level processing skills, such as self-regulation and knowledge of genre (see Graham & Harris, 2000; McCutchen, 2006).”
Further evidence for teacher knowledge: supporting struggling readers in grades three through five (2009, background): “…competency with various genres (Bereiter & Scardamalia, 1987; Englert, Raphael, Anderson, Anthony, & Stevens, 1991; Englert, Stewart, & Hiebert, 1988; McCutchen, 1987, 2006; Stein & Glenn, 1979), and provided teachers with schematic representations to support student reading and writing activities.”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, background): “However, beginning and developing writers barely engage in preplanning activities (Bereiter & Scardamalia, 1987; McCutchen, 2006).”