Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice.
By Virginia W. Berninger, D. Amtmann. 2003
331 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/6d548c6112a569c854fc43f0cb0fafdb36604413
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Citations in the corpus
- Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students (2011, background): “Even though text generation and the organization of the writing process are influenced by executive functions (Berninger & Amtmann, 2003), there is little empirical research on this relationship in younger students.”
- The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013, background): “Perhaps not surprisingly, writing conventions show a reverse pattern, with a higher number of conventions addressed in the early grades than in the later grades, presumably because it is important to master the conventions of writing early in development (e.g., Berninger & Amtmann, 2003).”
- Handwriting: what do we know and what do we need to know? (2007, background): “Berninger and Graham (1998) stress that it is ‘‘language by hand’’ and point out that their research suggests that orthographic and memory processes (the ability to recall letter shapes) contribute more to handwriting than do motor skills (Berninger and Amtmann, 2004).”
- Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011, background): “…showing that (a) handwriting automaticity is a unique predictor of composing length and quality during the first four grades (for review, see Berninger & Amtmann, 2003); (b) spelling has the most consistent longitudinal relationships to written composition across grade levels one to seven…”
- Handwriting – A Forgotten Language Skill? (2008, background): “Berninger and Graham (1998) stress that writing is ‘language by hand’ and point out that their research suggests that orthographic and memory processes (the ability to recall letter shapes) contribute more to handwriting than do motor skills (Berninger & Amtmann, 2004).”