Writing and reading: Connections between language by hand and language by eye

Journal of Learning Disabilities

Volumn 35, Issue 1, 2002, Pages 39-56

  Berninger, Virginia W ^a   Abbott, Robert D ^a   Abbott, Sylvia P ^a   Graham, Steve ^a   Richards, Todd ^a  

^a UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036335739     PISSN: 00222194     EISSN: None     Source Type: Journal    
DOI: 10.1177/002221940203500104     Document Type: Article

References (53)

1. Structural equation modeling of relationships among developmental skills and writing skills in primary and intermediate grade writers
2. Reading and writing acquisition
3. Coordinating transcription and text generation in working memory during composing: Automatized and constructive processes
4. Development of language by hand and its connections to language by ear, mouth, and eye
5. Dyslexia, an invisible, treatable disorder: The story of Einstein's Ninja turtles
6. Teaching spelling to children with specific learning disabilities: The mind's ear and eye beats the computer or pencil
7. Language phenotype for reading and writing disability: A family approach
8. Integrating low-level skills and high-level skills in treatment protocols for writing disabilities
9. Developmental skills related to writing and reading acquisition in the intermediate grades: Shared and unique variance
10. Language by hand: A synthesis of a decade of research on handwriting
11. A developmental neuropsychological perspective for reading and writing acquisition
12. Assessment for reading and writing intervention: A 3-tier model for prevention and intervention
13. Modifying Hayes & Flower's model of skilled writing to explain beginning and developing writing
14. Treatment of handwriting fluency problems in beginning writing: Transfer from handwriting to composition
15. Early intervention for spelling problems: Teaching spelling units of varying size with a multiple connections framework
16. Lower-level developmental skills in beginning writing
17. An fMRI study of auditory word processing in dyslexic children
18. Reading and writing relationships and their development
19. Should the natural learning approach replace traditional spelling instruction?
20. The role of mechanics in composing of elementary school students: A new methodological approach
21. Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers
22. Remarks on evolution and dissolution of the nervous system
23. A capacity theory of writing: Working memory in composition
24. The reading-writing connection viewed historicaliy
25. Functional mapping of cortical language areas in adults: Intraoperative approaches
26. Familial aggregation of dyslexic phenotypes
27. Writing is not the inverse of reading for young children
28. The effects of phonologically-driven treatment for dyslexia on lactate levels as measured by proton MRSI
29. Functional MRI and functional MR spectroscopic imaging of dyslexia
30. Dyslexic children have abnormal chemical brain activation during reading-related language tasks
31. Comparison of fMRI and fMR spectro-scopic imaging during language processing in children
32. An analysis and comparison of theoretical models of the reading-writing relationship
33. A developmental comparison of three theoretical models of the reading-writing relationship
34. The generality and modifiability of working memory