Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition

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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).”
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…”
Self-efficacy, task values and growth mindset: what has the most predictive power for primary school students’ self-regulated learning in English writing and writing competence in an Asian Confucian cultural context? (2020, unknown): “Limpo and Alves (2013) note that writing is heavily dependent upon changes in four areas, i.e. skills (e.g. handwriting and spelling), strategies (e.g. self-regulated learning processes), knowledge (e.g. linguistic and content knowledge) and motivation.”