V. Connelly

Developmental and Educational Psychology · 2007–2017

A researcher in the Science corpus: 6 papers; trusts 17 researchers and is trusted by 0 researchers here, as inferred from the citation graph.

Subfields

• Developmental and Educational Psychology — 61 citations into it
• Education — 50 citations into it
• Language and Linguistics — 17 citations into it
• Literature and Literary Theory — 13 citations into it
• Cognitive Neuroscience — 12 citations into it
• Safety Research — 7 citations into it
• Statistics and Probability — 7 citations into it

Whom V. Connelly trusts overall

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

1. R. Ingersoll
2. J. McLeskey
3. Steve Graham
4. Teresa Limpo
5. Rui Alexandre Alves
6. Virginia W. Berninger
7. Barnett Berry
8. J. Rice
9. Brian MacWhinney
10. Daniel L. Oberski

Who trusts V. Connelly overall

1. Rui Alexandre Alves
2. Teresa Limpo
3. Guili Zhang

Papers from V. Connelly's perspective

Ordered by how strongly the researchers V. Connelly 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. Cognitive Factors in the Development of Children's Writing.
3. A meta-analysis of writing instruction for adolescent students.
4. The Role of Self-Regulation and Transcription Skills in Writing and Writing Development
5. Technical Features of Curriculum-Based Measurement in Writing
6. Longitudinal Relationships of Levels of Language in Writing and between Writing and Reading in Grades 1 to 7.
7. Identifying the Organization of Writing Processes
8. Syntactic complexity as a predictor of adolescent writing quality: Which measures? Which genre?
9. A Meta-Analysis of Writing Instruction for Students in the Elementary Grades.
10. The effect of grammar teaching on writing development

Their papers

• 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
• Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution (2013) — 155 citations
• Predicting the Quality of Composition and Written Language Bursts From Oral Language, Spelling, and Handwriting Skills in Children With and Without Specific Language Impairment (2012) — 131 citations
• Student Teaching and Teacher Attrition in Special Education (2009) — 106 citations
• The Impact of Specific Language Impairment on Adolescents' Written Text (2009) — 138 citations
• Constraints in the Production of Written Text in Children with Specific Language Impairments (2007) — 162 citations