LEADER 06412nam 2200637Ia 450 001 9910792093603321 005 20231031114344.0 010 $a1-283-58867-6 010 $a9786613901125 010 $a1-78052-929-5 024 7 $a10.1163/9781780529295 035 $a(CKB)2560000000093111 035 $a(EBL)1019358 035 $a(OCoLC)815973008 035 $a(SSID)ssj0000716272 035 $a(PQKBManifestationID)11956132 035 $a(PQKBTitleCode)TC0000716272 035 $a(PQKBWorkID)10706518 035 $a(PQKB)11076378 035 $a(nllekb)BRILL9781780529295 035 $a(Au-PeEL)EBL1019358 035 $a(CaPaEBR)ebr10597043 035 $a(CaONFJC)MIL390112 035 $a(MiAaPQ)EBC1019358 035 $a(EXLCZ)992560000000093111 100 $a20120916d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aStudies in writing$b[electronic resource] $hVolume 25$iLearning to write effectively $ecurrent trends in European research /$fedited by Mark Torrance, ... [et al.] 210 $aBingley [UK] $cEmerald$d2012 215 $a1 online resource (462 p.) 225 0 $aStudies in writing ;$vv. 25 300 $aDescription based upon print version of record. 300 $aAcknowledgements 311 $a1-78052-928-7 320 $aIncludes bibliographical references and indexes. 327 $tPreliminary Material /$rMark Torrance , Denis Alamargot , Montserrat Castelló , Franck Ganier , Otto Kruse , Anne Mangen , Liliana Tolchinsky and Luuk van Waes --$tChapter 1.00.01: Introduction: Writing Development /$rLiliana Tolchinsky --$tChapter 1.00.02: Early Development of Handwriting Motor Skills /$rOlga Soler Vilageliu , Sonia Kandel and Melina Aparici Aznar --$tChapter 1.00.03: Effects of Orthographic Consistency on Children?s Spelling Development /$rMarie-Claire Hazard , Bruno De Cara and Lucile Chanquoy --$tChapter 1.00.04: Acquisition of Spelling Skills with Regard to the Norwegian Language /$rAstrid Skaathun and Per Henning Uppstad --$tChapter 1.00.05: The Impact of Open and Closed Vowels on the Evolution of Pre-School Children?s Writing /$rCristina Silva and Margarida Alves --$tChapter 1.00.06: Copying Ability in Primary School: A Working Memory Approach /$rChristian Weinzierl , Joachim Grabowski and Markus Schmitt --$tChapter 1.00.07: Acquisition of Linearization in Writing, from Grades 5 to 9 /$rLucie Beauvais , Monik Favart , Jean-Michel Passerault and Thierry Olive --$tChapter 1.00.08: Construct-Relevant or Construct-Irrelevant Variance in Measures of Reading? /$rOddny Judith Solheim and Per Henning Uppstad --$tChapter 1.00.09: Studying Written Language Development in Different Contexts, Languages and Writing Systems /$rLiliana Tolchinsky and Joan Perera --$tChapter 1.00.10: The Impact of Oral Language Skills on Children?s Production of Written Text /$rJulie Dockrell , Vincent Connelly , Geoff Lindsay and Clare Mackie --$tChapter 1.00.11: The Development of Written Language in Children with Language Impairment /$rJudy Reilly , Jun O?Hara , Darin Woolpert , Naymé Salas , Beverly Wulfeck and Liliana Tolchinsky --$tChapter 1.00.12: Improving Anaphoric Cohesion in Deaf Students? Writing /$rBarbara Arfe , Pietro Boscolo and Silvia Sacilotto --$tChapter 2.00.01: Introduction: Teaching and Learning Writing /$rMontserrat Castelló and Otto Kruse --$tChapter 2.01.01: Implementation of Self-Regulated Writing Strategies in Elementary Classes /$rSandra Budde --$tChapter 2.01.02: Evaluating Cognitive Self-Regulation Instruction for Developing Students? Writing Competence /$rRaquel Fidalgo , Mark Torrance , Patricia Robledo and Jesús-Nicasio García --$tChapter 2.01.03: Are Help Levels Effective in Textual Revision? /$rOlga Arias-Gundín and Jesús-Nicasio García --$tChapter 2.01.04: A Spanish Research Line Focused on the Improvement of Writing Composition in Students With and Without LD /$rJesús-Nicasio García and Esther García-Martín --$tChapter 2.01.05: Results of Writing Products After a Motivational Intervention Programme According to Students? Motivational Levels /$rAna M. de Caso and Jesús-Nicasio García --$tChapter 2.01.06: Can Different Instructional Programmes Achieve Different Results on Students? Writing Attitudes and Writing Self-Efficacy? /$rAna M. de Caso and Jesús-Nicasio García --$tChapter 2.01.07: Enhancing Writing Self-Efficacy Beliefs of Students With Learning Disabilities Improves Their Writing Processes and Writing Products /$rAna M. de Caso and Jesús-Nicasio García --$tChapter 2.01.08: Comparative Studies of Strategy and Self-Regulated Interventions in Students With Learning Disabilities /$rRaquel Fidalgo and Jesús-Nicasio García. 330 $aThis book provides a detailed overview of current or recent research exploring a wide range of ideas, theories, and practices around written text production. European researchers from a broad range of disciplines brought together under the European Research Network on Learning to Write Effectively were instructed to contribute short papers summarising their current activity. The papers are grouped around the four main themes. The first deals with issues around the development of basic (\'low-level\') writing skills, mainly in the early years of education. The second section focuses directly on issues around the teaching and learning of writing. This is divided into five parts that describe: evaluations of different forms of writing instruction, research exploring the processes by which writers learn, methods of text assessment in educational contexts, research exploring the effects of various learner and teacher variables on the development of writing skill, and conceptions of and variation in educational text genres. The third section reports research exploring effective document design. The final section has a main focus on tools for exploring the writing process. 410 0$aStudies in Writing$v25. 606 $aWriting 606 $aWritten communication 615 0$aWriting. 615 0$aWritten communication. 676 $a808.042071 676 $a808.0666 701 $aTorrance$b Mark$01528709 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792093603321 996 $aStudies in writing$93851694 997 $aUNINA