págs. 1-6
págs. 7-9
págs. 11-13
págs. 15-17
págs. 19-21
Copying ability in primary school: a working memory approach
págs. 23-25
Acquisition of linearization in writing, from grades 5 to 9
Lucie Beauvais, Monik Favart, Jean-Michel Passerault, Thierry Olive
págs. 27-29
págs. 31-33
págs. 35-37
The impact of oral language skills on children’s production of written text
Julie Dockrell, Vincent Connelly, Geoff Lindsay, Clare Mackie
págs. 39-41
The development of written language in children with language impairment
Judy Reilly, Jun O'Hara, Darin Woolpert, Naymé Salas, Beverly Wulfeck, Liliana Tolchinsky Landsmann
págs. 43-45
Improving anaphoric cohesion in deaf students’ writing
Barbara Arfe, Pietro Boscolo, Silvia Sacilotto
págs. 47-50
págs. 51-68
págs. 69-74
Evaluating cognitive self-regulation instruction for developing students’ writing competence
Raquel Fidalgo Redondo, Mark Torrance, Patricia Robledo Ramón, Jesús Nicasio García
págs. 75-77
págs. 79-81
págs. 83-85
págs. 87-89
págs. 91-93
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págs. 99-102
Jesús Nicasio García, María Lourdes Álvarez Fernández, María Carmen Díez Navarro, Patricia Robledo Ramón
págs. 103-106
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págs. 123-126
Hypertext writing: learning and transfer effects
págs. 127-130
Effective instructional strategies in collaborative revision in efl: two empirical studies
Elke Van Steendam, Gert Rijlaarsdam, Lies Sercu, Huub van den Bergh
págs. 131-134
Tutoring the end-of-studies dissertation: helping psychology students find their personal voice when revising academic texts
Montserrat Castelló Badia, Anna Iñesta, Marta Pardo García, Eva Liesa, José Reinaldo Martínez Fernández
págs. 135-139
págs. 141-143
Improving students’ academic writing: the results of two empirical projects
págs. 145-147
págs. 149-152
Teaching reading and writing to learn in primary education
Isabel Martínez Santa María de Unzá, María Elena Martín Pastor, María del Mar Mateos Sanz
págs. 153-155
págs. 157-159
Writing and text genre acquisition among 4- to 8-year-old icelandic children
Rannveig Oddsdóttir, Freyja Birgisdóttir, Hrafnhildur Ragnarsdóttir
págs. 161-163
págs. 165-168
págs. 169-172
Explaining knowledge change through writing
Veerle Baaijen, David Galbraith, Kees de Glopper
págs. 173-177
Patterns of meta-cognitive processing during writing: variation according to reported writing profile
Marion Tillema, Huub van den Bergh, Gert Rijlaarsdam, Ted Sanders
págs. 179-182
págs. 183-186
págs. 187-189
Spanish children’s use of writing strategies when composing texts in english as a foreign language
José María Campillo Ferrer, Sonia López Serrano, Julio Roca de Larios
págs. 191-193
The effects of dyslexia on the writing processes of students in higher education
David Galbraith, Veerle Baaijen, Jamie Smith Spark, Mark Torrance
págs. 195-198
Subcomponents of writing literacy: diagnosis and didactical support
Joachim Grabowski, Michael Becker, Mathias Knopp, Nicole Nachtwei, Christian Weinzierl, Jörg Jost, Markus Schmidt
págs. 199-201
págs. 203-205
págs. 207-209
Writing summaries and syntheses to learn in secondary and higher education
Isabel Solé i Gallart, Mariana Miras, Marta Gracia Báez, Núria Castells, Sandra Espino, María del Mar Mateos Sanz, María Elena Martín Pastor, Isabel Cuevas Fernández, Ruth Villalón
págs. 211-214
CEFLING: combining second language acquisition and testing approaches to writing
Maisa Martins, Riikka Alanen, Ari Huhta, Paula Kalaja, Katja Mäntylä, Mirja Tarnanen, Asa Palviainen
págs. 215-219
Designing and assessing l2 writing tasks across CEFR proficiency levels
Riikka Alanen, Ari Huhta, Maisa Martins, Mirja Tarnanen, Asa Palviainen, Katja Mäntylä
págs. 221-223
págs. 225-227
págs. 229-234
págs. 235-237
Assessment of written proficiency: finnish-speaking university students writing in swedish
págs. 239-241
Development of written and spoken narratives and expositories in Icelandic
Hrafnhildur Ragnarsdóttir
págs. 243-246
págs. 247-252
págs. 253-254
págs. 255-256
The effect of beliefs on writing synthesis from multiple texts
María del Mar Mateos Sanz, Isabel Cuevas Fernández, María Elena Martín Pastor, Ana Martín Navarro, María Luna Adama, Gerardo Echeita Sarrionandia, Mariana Miras, Isabel Solé i Gallart, Nuria Castells, Sandra Espino, Marta Minguela i Brunat
págs. 257-259
págs. 261-263
Does the quality of teaching determine students’ achievement in writing?
Deilis Ivonne Pacheco Sanz, Jesús Nicasio García Sánchez, María Carmen Díez Navarro
págs. 265-268
Perspective taking: a prerequisite of communicative writing
págs. 269-271
Development of fluency in first and foreign language writing
Eva Lindgren, Kirk Sullivan, Kristyan Spelman Miller
págs. 273-274
Writing counter to personal opinion: can advanced communication students set aside their own understanding of a field?
págs. 275-277
Peer interaction in students with/without learning disabilities in writing (LD, NLD and ADHD)
María Carmen Díez Navarro, Deilis Ivonne Pacheco Sanz, Jesús Nicasio García Sánchez
págs. 279-282
Academic genres in french humanities
Isabelle Delcambre, Christiane Donahue
págs. 283-288
Comparing genres of academic writing: abstracts and summaries
págs. 289-291
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págs. 315-317
págs. 319-321
Enhancing the design of instructions for use: a contribution of cognitive psychology
págs. 323-325
Writing easy-to-read documents for people with intellectual disabilities
Rafael Ignacio Madrid López, Vicenta Ávila Clemente, Inmaculada Fajardo, Antonio M. Ferrer Manchón
págs. 327-330
Reading strategies and cognitive load: implications for the design of hypertext documents
Rafael Ignacio Madrid López, José Juan Cañas, Herre Van Oostendorp
págs. 331-334
págs. 335-337
Idée suisse: language policy and writing practice of public service media journalists
Daniel Perrin, Marcel Burger, Mathias Fürer, Aleksandra Gnach, Michael Schanne, Vinzenz Wyss
págs. 339-341
págs. 343-349
Eye and pen: a device to assess the temporal course of writing production — three studies
págs. 351-353
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págs. 367-369
Handwriting versus typewriting: behavioural and cerebral consequences in letter recognition
págs. 371-373
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Memory for word location: studies in writing
págs. 387-389
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págs. 399-401
págs. 403-404
The haptics of writing: cross-disciplinary explorations of the impact of writing technologies on the cognitive-sensorimotor processes involved in writing
págs. 405-407
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