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Cognitive Processes in Writing

https://doi.org/10.4324/9781315630274
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Writing in Dyslexia: Product and Process
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Exploring the Feasibility of Using Writing Process Features to Assess Text Production Skills
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GRE® AUTOMATED‐EDITING‐TASK PHASE II REPORT: ITEM ANALYSES, REVISIONS, VALIDITY STUDY, AND TAXONOMY DEVELOPMENT
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EFFECTS OF PREEXAMINATION DISCLOSURE OF ESSAY PROMPTS FOR THE GRE ANALYTICAL WRITING ASSESSMENT
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COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL
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Does Metacognition Matter in Creative Problem‐Solving? A Mixed‐Methods Analysis of Writing
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inferred← citeshttps://doi.org/10.1007/978-3-030-99520-1_1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-030-99520-1_6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-319-02246-8_9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-319-38759-8_23openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-322-84158-2_3openalex-snapshot
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Anhang
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inferred← citeshttps://doi.org/10.1007/978-3-531-19129-4_5openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-642-72877-8_11openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-642-75945-1_23openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-642-77222-1_17openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-642-77702-8_15openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-642-77758-5_16openalex-snapshot
Das Hypermedia-Autorensystem SEPIA
inferred← citeshttps://doi.org/10.1007/978-3-642-79149-9_28openalex-snapshot
Computer Facilitations of the Writing Process
inferred← citeshttps://doi.org/10.1007/978-3-642-80350-5_48openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-642-84282-5_2openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-642-85098-1_3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-03231-9_12openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-658-39229-1_7openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-3-662-01093-8_8openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-011-2094-4_16openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-011-2674-8_9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-011-2854-4_1openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-011-2854-4_11openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/978-94-011-2854-4_12openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/bf00119655openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/bf00119976openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s10956-019-09774-yopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11145-006-9046-6openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11145-007-9067-9openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11145-008-9124-zopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11145-009-9173-yopenalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11145-009-9189-3openalex-snapshot
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inferred← citeshttps://doi.org/10.1007/s11145-009-9190-xopenalex-snapshot
Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity
inferred← citeshttps://doi.org/10.1007/s11145-009-9191-9openalex-snapshot
Using eye and pen movements to trace the development of writing expertise: case studies of a 7th, 9th and 12th grader, graduate student, and professional writer
inferred← citeshttps://doi.org/10.1007/s11145-009-9193-7openalex-snapshot
Adolescent students’ reading during writing behaviors and relationships with text quality: an eyetracking study
inferred← citeshttps://doi.org/10.1007/s11145-009-9217-3openalex-snapshot
Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms
inferred← citeshttps://doi.org/10.1007/s11145-010-9262-yopenalex-snapshot
Child writers’ construction and reconstruction of single sentences and construction of multi-sentence texts: contributions of syntax and transcription to translation
inferred← citeshttps://doi.org/10.1007/s11145-010-9263-xopenalex-snapshot
Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students
inferred← citeshttps://doi.org/10.1007/s11145-010-9266-7openalex-snapshot
Modeling the development of written language
inferred← citeshttps://doi.org/10.1007/s11145-011-9325-8openalex-snapshot
Written expression performance in adolescents with attention-deficit/hyperactivity disorder (ADHD)
inferred← citeshttps://doi.org/10.1007/s11145-011-9327-6openalex-snapshot
The effects of being a reader and of observing readers on fifth-grade students’ argumentative writing and revising
inferred← citeshttps://doi.org/10.1007/s11145-011-9330-yopenalex-snapshot
Writing quality in Chinese children: speed and fluency matter
inferred← citeshttps://doi.org/10.1007/s11145-011-9348-1openalex-snapshot
Tracking the mind during writing: immediacy, delayed, and anticipatory effects on pauses and writing rate
inferred← citeshttps://doi.org/10.1007/s11145-012-9387-2openalex-snapshot
Beyond spelling: the writing skills of students with dyslexia in higher education
inferred← citeshttps://doi.org/10.1007/s11145-012-9392-5openalex-snapshot
The relationship between vocabulary and writing quality in three genres
inferred← citeshttps://doi.org/10.1007/s11145-012-9405-4openalex-snapshot
Developmental and individual differences in Chinese writing
inferred← citeshttps://doi.org/10.1007/s11145-013-9431-xopenalex-snapshot
Both handwriting speed and selective attention are important to lecture note-taking
inferred← citeshttps://doi.org/10.1007/s11145-013-9482-zopenalex-snapshot
Contributions of word-level and verbal skills to written expression: comparison of learners who speak English as a first (L1) and second language (L2)
inferred← citeshttps://doi.org/10.1007/s11145-014-9524-1openalex-snapshot
Morphological awareness and children’s writing: accuracy, error, and invention
inferred← citeshttps://doi.org/10.1007/s11145-015-9558-zopenalex-snapshot
The contribution of executive functions to narrative writing in fourth grade children
inferred← citeshttps://doi.org/10.1007/s11145-015-9579-7openalex-snapshot
Contributions of morphological skill to children’s essay writing
inferred← citeshttps://doi.org/10.1007/s11145-018-9845-6openalex-snapshot
Finger-writing intervention impacts the spelling and handwriting skills of children with developmental language disorder: a multiple single-case study
inferred← citeshttps://doi.org/10.1007/s11145-019-09941-yopenalex-snapshot
How do L2 learners and L1 writers differ in their reliance on working memory during the formulation subprocess?
inferred← citeshttps://doi.org/10.1007/s11145-019-09963-6openalex-snapshot
Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders
inferred← citeshttps://doi.org/10.1007/s11145-019-09969-0openalex-snapshot
Writing motivation and performance in Chinese children
inferred← citeshttps://doi.org/10.1007/s11145-021-10142-9openalex-snapshot
Do content revising goals change the revising behavior and story writing of fourth grade students at-risk for writing difficulties?
inferred← citeshttps://doi.org/10.1007/s11145-021-10186-xopenalex-snapshot
The impact of self-assessment, planning and goal setting, and reflection before and after revision on student self-efficacy and writing performance
inferred← citeshttps://doi.org/10.1007/s11145-022-10397-wopenalex-snapshot
Capturing writers’ typing while visually attending the emerging text: a methodological approach
inferred← citeshttps://doi.org/10.1007/s11145-023-10483-7openalex-snapshot
Learning to write syntheses: the effect of process feedback and of observing models on performance and process behaviors
inferred← citeshttps://doi.org/10.1007/s11251-008-9062-9openalex-snapshot
Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach
inferred← citeshttps://doi.org/10.1007/s11257-006-9000-yopenalex-snapshot
How do Experts Adapt their Explanations to a Layperson’s Knowledge in Asynchronous Communication? An Experimental Study
inferred← citeshttps://doi.org/10.1007/s11409-011-9072-xopenalex-snapshot
Relating self reports of writing behaviour and online task execution using a temporal model
inferred← citeshttps://doi.org/10.1007/s11409-021-09278-4openalex-snapshot
Validation of metacognitive academic writing strategies and the predictive effects on academic writing performance in a foreign language context
inferred← citeshttps://doi.org/10.1007/s11409-022-09328-5openalex-snapshot
Metacognitive writing strategies, critical thinking skills, and academic writing performance: A structural equation modeling approach
inferred← citeshttps://doi.org/10.1007/s11409-023-09357-8openalex-snapshot
Towards scaffolding self-regulated writing: implications for developing writing interventions in first-year writing
inferred← citeshttps://doi.org/10.1007/s11412-012-9145-0openalex-snapshot
How to improve collaborative learning with video tools in the classroom? Social vs. cognitive guidance for student teams
inferred← citeshttps://doi.org/10.1007/s11423-013-9310-9openalex-snapshot
A computer-based spatial learning strategy approach that improves reading comprehension and writing
inferred← citeshttps://doi.org/10.1007/s11881-011-0057-xopenalex-snapshot
“An adjective is a word hanging down from a noun”: Learning to write and students with learning disabilities
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