Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality

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Handbook of Research on Learning and Instruction (2011, methodology): “Several factors influence learners’ motor skill goal construction.”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, methodology): “Limpo and Alves (2013a) used structural equation modeling to examine the relationship between transcription (modeled as a second-order factor comprising handwriting fluency and spelling accuracy in writing), planning complexity, revision, self-efficacy, and writing performance, in Grades 4-6 and in…”
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013, methodology): “In Grades 4-6 (age 9-12), transcription skills represent a strong constraint to writing, indicating that they are not completely automatic (Graham, Berninger, Abbott, Abbott, & Whitaker, 1997; Limpo & Alves, 2013).”
Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling (2015, background): “These interventions should primarily target transcription processes, given that, when not sufficiently automatic, they can hinder fluent and high-quality writing well beyond primary grades (Limpo & Alves, 2013a).”