Rui Alexandre Alves

Education · 2009–2020

A researcher in the Science corpus: 7 papers; trusts 45 researchers and is trusted by 4 researchers here, as inferred from the citation graph.

Subfields

• Education — 137 citations into it; #2,891 of 11,309 by trust here, #4,085 by citations
• Developmental and Educational Psychology — 118 citations into it; #2,247 of 8,223 by trust here, #3,148 by citations
• Language and Linguistics — 43 citations into it; #945 of 3,093 by trust here, #1,110 by citations
• Experimental and Cognitive Psychology — 30 citations into it
• Literature and Literary Theory — 30 citations into it; #2,406 of 2,496 by trust here, #1,610 by citations
• Social Psychology — 14 citations into it
• Safety Research — 9 citations into it
• Cognitive Neuroscience — 8 citations into it

Whom Rui Alexandre Alves trusts overall

Their strongest outbound trust, strongest first, inferred from their citations.

1. Steve Graham
2. Brian MacWhinney
3. Teresa Limpo
4. K. Harris
5. Deborah McCutchen
6. J. Hayes
7. Natalie G. Olinghouse
8. Virginia W. Berninger
9. T. Olive
10. Frank Pajares

Who trusts Rui Alexandre Alves overall

1. Teresa Limpo
2. V. Connelly
3. Richard E. Mayer
4. Patricia A. Alexander

Papers from Rui Alexandre Alves's perspective

Ordered by how strongly the researchers Rui Alexandre Alves trusts endorse each paper. Same corpus, a different order for every researcher.

1. The Effects of Peer-Assisted Sentence-Combining Instruction on the Writing Performance of More and Less Skilled Young Writers.
2. Strategy Instruction and the Teaching of Writing: A Meta-Analysis.
3. Cognitive Factors in the Development of Children's Writing.
4. The Role of Self-Regulation and Transcription Skills in Writing and Writing Development
5. Fluency in Writing
6. Technical Features of Curriculum-Based Measurement in Writing
7. A meta-analysis of single subject design writing intervention research.
8. The relationship between vocabulary and writing quality in three genres (Reading & Writing)
9. Contribution of Spelling Instruction to the Spelling, Writing, and Reading of Poor Spellers
10. Attaining self-regulation: A social cognitive perspective.

Their papers

• Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century (2020) — 153 citations
• Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades (2017) — 98 citations
• The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. (2016) — 102 citations
• Progress in Written Language Bursts, Pauses, Transcription, and Written Composition Across Schooling (2015) — 114 citations
• Modeling Writing Development: Contribution of Transcription and Self-Regulation to Portuguese Students' Text Generation Quality (2013) — 188 citations
• Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition (2013) — 90 citations
• Cognitive processes in writing during pause and execution periods (2009) — 87 citations