Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7.

By Robert D. Abbott, Virginia W. Berninger, M. Fayol. 2010

442 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/9d1278494b88ace2dbb27e7d3703b700752a2b8e

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In Developmental and Educational Psychology

In Education

In Literature and Literary Theory

Citations in the corpus

Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation (2011, methodology): “... and word-level transcription, punctuation, and capitalization, The other predictors in the multiple regressions were chosen based on past research showing that (a) handwriting automaticity is a unique predictor of composing length and quality during the first four grades (for review, see Berning”
Modeling the Relationships Between Cognitive-Linguistic Skills and Literacy Skills: New Insights From a Transparent Orthography (2011, background): “Viewed in this way, the findings further signified the importance of an integrated approach to the study of literacy development as well as the practice of literacy teaching (Abbott et al., 2010; Shanahan, 1984).”
Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013, background): “In a 5-year longitudinal study (Grades 1-7), Abbott, Berninger, and Fayol (2010) found that spelling was the most consistent predictor of composing across adjacent grades (.25 β .67).”
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017, result): “Together, these results are consistent with the view that transcription, planning, and translating are crucial for good writing (Abbott et al., 2010; Berninger & Winn, 2006; Hayes & Flower, 1980; Kellogg, 1996; Kim et al., 2011; Limpo & Alves, 2013a).”
The Relationship Between Component Skills and Writing Quality and Production Across Developmental Levels (2016, background): “, 1997), and similarly, the integration of reading and writing instruction has been advocated as providing practice across both domains (Abbott et al., 2010; Shanahan, 2006).”