Handwriting Skills and Their Role in Text Generation: A Longitudinal Study with Graphonomic Measures
- Jiménez, Juan E. 1
- Barrientos, Pablo
-
1
Universidad de La Laguna
info
ISSN: 2469-9632, 2469-9632
Any de publicació: 2024
Volum: 10
Número: 1
Pàgines: 903-921
Tipus: Article
Altres publicacions en: International Journal of Educational Methodology
Referències bibliogràfiques
- Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in Grades 1 to 7. Journal of Educational Psychology, 102, 281-298. https://doi.org/10.1037/a0019318
- Afonso, O., Martínez-García, C., Cuetos, F., & Suárez-Coalla, P. (2020). The development of handwriting speed and its relationship with graphic speed and spelling. Cognitive Development, 56, Article 100965. https://doi.org/10.1016/j.cogdev.2020.100965
- Alamargot, D., Chesnet, D., Dansac, C., & Ros, C. (2006). Eye and Pen: A new device for studying reading during writing. Behavior Research Methods, 38(2), 287–299. https://doi.org/10.3758/BF03192780
- Alamargot, D., Dansac, C., Chesnet, D., & Fayol, M. (2007). Parallel processing before and after pauses: A combined analysis of graphomotor and eye movements during procedural text production. In M. Torrance, L. van Waes, & D. Galbraith (Eds.), Writing and cognition: Research and applications (pp. 13–29). Elsevier Science.
- Alamargot, D., & Fayol, M. (2009). Modeling the development of written composition. In R. Beard, D. Myhill, M. Nystrand, & J. Riley (Eds.), Handbook of writing development (pp. 23- 47). Sage. https://doi.org/10.4135/9780857021069
- Alamargot, D., & Morin, M.-F. (2015). Does handwriting on a tablet screen affect students' graphomotor execution? A comparison between grades two and nine. Human Movement Science, 44, 32-41. https://doi.org/10.1016/j.humov.2015.08.011
- Arias-Gundín, O., & García-Sánchez, J.-N. (2006). El papel de la revisión en los modelos de escritura [The role of revision in writing]. Aula Abierta, 88, 37-52.
- Babayigit, S., & Stainthorp, R. (2011). Modeling the relationships between cognitive-linguistic skills and literacy skills: New insights from a transparent orthography. Journal of Educational Psychology, 103(1), 169-189. https://doi.org/10.1037/a0021671
- Bentler, P. M. (2007). On tests and indices for evaluating structural models. Personality and Individual Differences, 42(5), 825–829. https://doi.org/10.1016/j.paid.2006.09.024
- Berninger, V. W., & Amtmann, D. (2003). Preventing written expression disabilities through early and continuing assessment and intervention for handwriting and/or spelling problems: Research into practice. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 345-363). The Guilford Press.
- Berninger, V. W., & Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing. In E. C. Butterfield & J. S. Carlson (Eds.), Advances in cognition and educational practice: Children’s writing: Toward a process theory of the development of skilled writing (Vol. 2, pp. 57–81). JAI Press.
- Berninger, V. W., Vaughan, K., Abbott, R. D., Begay, K., Coleman, K. B., Curtin, G., Hawkins, J. M., & Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94(2), 291–304. https://doi.org/10.1037/0022-0663.94.2.291
- Berninger, V. W., Whitaker, D., Feng, Y., Swanson, H. L., & Abbott, R. D. (1996). Assessment of planning, translating and revising in junior high writers. Journal of School Psychology, 34(1), 23-52. https://doi.org/10.1016/0022-4405(95)00024-0
- Berninger, V. W., & Winn, W. (2006). Implications of advancements in brain research and technology for writing development, writing instruction, and educational evolution. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 96 –114). The Guilford Press.
- Bollen, K. A. (2014). Structural equations with latent variables. John Wiley & Sons.
- Bourdin, B., & Fayol, M. (1994). Is written language production more difficult than oral language production? A working memory approach. International Journal of Psychology, 29(5), 591–620. https://doi.org/10.1080/00207599408248175
- Capellini, S. A., Liporaci, G. F. D. S., Metzner, I. P., Del Bianco, N., D’Angelo, I., Taddei, A., & Giaconi, C. (2020). Speed and pressure of handwriting as critical issues of the contemporary age: A research in Italian students in early literacy. Education Sciences and Society, 11(1), 104-111. https://doi.org/10.3280/ess1-2020oa9507
- Coradinho, H., Melo, F., Almeida, G., Veiga, G., Marmeleira, J., Teulings, H.-L., & Matias, A. R. (2023). Relationship between product and process characteristics of handwriting skills of children in the second grade of elementary school. Children, 10(3), Article 445. https://doi.org/10.3390/children10030445
- Germano, G. D., & Capellini, S. A. (2019). Use of technological tools to evaluate handwriting production of the alphabet and pseudocharacters by Brazilian students. Clinics, 74, Article e840. https://doi.org/10.6061/clinics/2019/e840
- Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89(1), 170–182. https://doi.org/10.1037/0022-0663.89.1.170
- Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92(4), 620-633. http://doi.org/10.1037/0022-0663.92.4.620
- Graham, S., & Weintraub, N. (1996). A review of handwriting research: Progress and prospects from 1980 to 1994. Educational Psychology Review, 8, 7–87. https://doi.org/10.1007/BF01761831
- Guinet, E., & Kandel, S. (2010). Ductus: A software package for the study of handwriting production. Behavior Research Methods, 42, 326–332. https://doi.org/10.3758/BRM.42.1.326
- Jiménez, J. E. (2017). Early Grade Writing Assessment: An Instrument Model. Journal of Learning Disabilities, 50(5), 491-503. https://doi.org/10.1177/0022219416633127
- Jiménez, J. E., & Hernández-Cabrera, J. A. (2019). Transcription skills and written composition in Spanish beginning writers: Pen and keyboard modes. Reading and Writing: An Interdisciplinary Journal, 32, 1847–1879. https://doi.org/10.1007/s11145-018-9928-4
- Jiménez, J. E., Rodríguez, C., & Ramírez, G. (2009). Spanish developmental dyslexia: Prevalence, cognitive profile, and home literacy experiences. Journal of Experimental Child Psychology, 103(2), 167-85. https://doi.org/10.1016/j.jecp.2009.02.004
- Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437-447. https://doi.org/10.1037/0022-0663.80.4.437
- Juel, C., Griffith, P. L., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78(4), 243-255. https://doi.org/10.1037/0022-0663.78.4.243
- Kandel, S., & Perret, C. (2015). How does the interaction between spelling and motor processes build up during writing acquisition? Cognition, 136, 325-336. https://doi.org/10.1016/j.cognition.2014.11.014
- Kandel, S., & Valdois, S. (2005). The effect of orthographic regularity on children’s handwriting production. Current psychology letters: Behaviour, Brain and Cognition, 17(3), 1-12. https://doi.org/10.4000/cpl.463
- Karlsdottir, R., & Stefansson, T. (2002). Problems in developing functional handwriting. Perceptual and Motor Skills Monograph, 94(2), 623-662. https://doi.org/10.2466/pms.2002.94.2.623
- Kim, Y.-S. G., & Schatschneider, C. (2017). Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). Journal of Educational Psychology, 109(1), 35–50. https://doi.org/10.1037/edu0000129
- Kline, R. B. (2005). Principles and practice of structural equation modeling (2nd ed.). Guilford Press.
- Lerkkanen, M.-K., Rasku-Puttonen, H., Aunola, K., & Nurmi, J.-E. (2004). The developmental dynamics of literacy skills during the first grade. Educational Psychology, 24(6), 793-810. https://doi.org/10.1080/0144341042000271782
- Limpo, T., & Alves, R. A. (2013). Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality. Journal of Educational Psychology, 105(2), 401–413. https://doi.org/10.1037/a0031391
- Limpo, T., Alves, R. A., & Connelly, V. (2017). Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance by planning and translating in middle grades. Learning and Individual Differences, 53, 26–36. https://doi.org/10.1016/j.lindif.2016.11.004
- Mangen, A., & Balsvik, L. (2016). Pen or keyboard in beginning writing instruction? Some perspectives from embodied cognition. Trends in Neuroscience and Education, 5(3), 99-106 https://doi.org/10.1016/j.tine.2016.06.003
- Medwell, J., & Wray, D. (2007). Handwriting: What do we know and what do we need to know? Literacy, 41(1), 10–15. https://doi.org/10.1111/j.1467-9345.2007.00453.x
- Meulenbroek, R. G. J., & Van Galen, G. P. (1986). Movement analysis of repetitive writing behaviour of first, second and third grade primary school children. Advances in Psychology, 37, 71-92. https://doi.org/10.1016/S0166-4115(09)60073-X
- Pascual, M., Soler, O., & Salas, N. (2023). In a split second: Handwriting pauses in typical and struggling writers. Frontiers in Psychology, 13, Article 1052264. https://doi.org/10.3389/fpsyg.2022.1052264
- R Core Team. (2013). The R project for statistical computing (version 0.5-16). https://www.r-project.org/
- Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66, 507–514. https://doi.org/10.1007/BF02296192
- Teulings, H.-L., & Schomaker, L. R. B. (1993). Invariant properties between stroke features in handwriting. Acta Psychologica, 82(1-3), 69-88. https://doi.org/10.1016/0001-6918(93)90005-c
- Tucha, O., Tucha, L., & Lange, K. W. (2008). Graphonomics, automaticity and handwriting assessment. Literacy, 42(3), 145–155. https://doi.org/10.1111/j.1741-4369.2008.00494.x
- Van Galen, G. P. (1991). Handwriting: Issues for a psychomotor theory. Human Movement Science, 10(2-3), 165–191. https://doi.org/10.1016/0167-9457(91)90003-G
- Wagner, R. K., Puranik, C. S., Foorman, B., Foster, E., Wilson, L. G., Tschinkel, E., & Kantor, P. T. (2011). Modeling the development of written language. Reading and Writing: An Interdisciplinary Journal, 24, 203–220. https://doi.org/10.1007/s11145-010-9266-7
- Whitaker, D., Berninger, V., Johnston, J., & Swanson, H. L. (1994). Intraindividual differences in levels of language in intermediate grade writers: Implications for the translating process. Learning and Individual Differences, 6(1), 107-130. https://doi.org/10.1016/1041-6080(94)90016-7
- Wicki, W., Lichtsteiner, S. H., Geiger, A. S., & Müller, M. (2014). Handwriting fluency in children: Impact and correlates. Swiss Journal of Psychology, 73(2), 87-96. https://doi.org/10.1024/1421-0185/a000127