Review of Theoretical and Applied lssues in Written Language Expression

Canadian Journal of School Psychology

Volumn 18, Issue 1-2, 2003, Pages 203-221

  Fitze, Kim ^a  

^a UNIVERSITY OF CALGARY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84993819886     PISSN: 08295735     EISSN: None     Source Type: Journal    
DOI: 10.1177/082957350301800110     Document Type: Review

References (66)

1. Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skill and writing skill in primary and intenrmediate grade writers. Journal of Educational Psychology 85 (3) 478-508.
2. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed., text revision). Washington, DC: Author.
3. Bain, A. M., Bailet, L. L., & Moats, L. C. (1991). Written language disorders: Theory into practice. Austin, TX: Library of Congress Cataloguing-in-Publication Data.
4. Bergh, H., & Rijlaarsdam, G. (2002). Changes in cognitive activities during the writing process and relationships with text quality. Educational Psychology, 22(4), 373-385.
5. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
6. Berninger, V. W. (1994). Future directions for research on writing disabilities. In G. Reid Lyon (Ed.), Frames of reference jor the assessment of learning disabilities: New views on measurement issues (pp. 419-439). Baltimore, M.D: Paul H. Brookes Publishing Co., Inc.
7. Berninger, V. W., & Hart, T. (1992). From research to clinical assessment of readingand writing disorders: The unit of analysis problem. In R. M. Joshi & C. K. Leong (Eds.), Reading and writing disabilities: Diagnosis and component processes (pp. 66-89). Dordrecht, The Netherlands: Kluwer.
8. Bridge, C. A., & Hiebert, E. H. (1985). A comparison. of classroom writing practices, teachers' perceptions of their writing instruction, and textbook recommendationson writing practices. Elementary School, Journal, 86, 155-172.
9. Bruning, R., & Horn, C. (2000). Developing motivation to write. Educational Psychologist, 35, 25-37.
10. Calfee, R. (1991). Schoolwide programs to improve literacy instruction for students at risk. In B. Means & M. Knapp (Eds.), Teaching advanced skills to educatiotnally disadvantagedstudents (pp 71-92). Washington, DC: Department of Education.
11. Cole, J. C., Haley, K. A., & Muenz, T. A. (1997). Written expression reviewed. Research in the Schools, 4 (1), 17-34.
12. Costa, A., & Kallick, B. (2000). Activating and engaging habits of mind. United States: Library of Congress Cataloging-in-Publication Data.
13. de Beaugrande, R. (1984). Textproduction: Toward a science of composition. Norwood, NJ: Ablex Publishing Corporation.
14. Ericsson, K. A., & Simon, H. A. (1993). Protocol analysis: Verbal reports as data (Rev. ed). Cambridge, MA: MIT Press.
15. Flower, L. S., & Hayes, J. R. (1977). Writer-based prose: A cognitive basis for problems in writing. College English, 41, 19-37.
16. Flower, L. S., & Hayes, J. R. (1980a). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.
17. Flower, L. S., & Hayes, J. R. (1980b). The dynamics of composing: Making plans and juggling constraints. In L. W Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 31-50). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
18. Flower, L. S., & Hayes, J. R. (1981). Plans that guide the composing process. In C. Frederiksen & J. F. Dominic (Eds.), Writing: The nature, development, and teaching of written communication: Vol. 2. Writing: Process, development and communication (pp. 39-58). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
19. Gardiner, S. (1993). A process approach to writing instruction. Saskatchewan, Canada: Learning Disabilities Association of Saskatchewan.
20. Gould, J. D. (1979). Writing and speaking letters and messages. (IBM Research Report, RC-7528).:IBM.
21. Gould, J. D. (1980). Experiments on composing letters: Some facts, some myths, and some observations. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 97-127). Hillsdale, NJ: Erlbaum.
22. Graham, S., & Harris, K. R. (1989). Cognitive training: Implications for written language. In J. Hughes & R. Hall (Eds.), Cognitive behavioural psychology in the schools: A comprehensive handbook (pp. 247-279). New York, NY: The Guilford Press.
23. Graham, S., Harris, K. R., MacArthur, C., & Schwartz, S. (1991). Writing instruction. In B. Wong (Ed.), Learning about learning disabilities (pp. 309-343). San Diego, GA: Academic Press, Inc.
24. Graves, D. H. (1983). Writing teachers and children at work. Exeter, NH: Heinemann.
25. Gregg. N. (1991). Disorders of written expression. In A. M. Bain, L. L. Bailet, & C. L. Moats (Eds), Written language disorders: Theory into practice. Austin, TX: Library of Congress Cataloging-in-Publication Data.
26. Gregg, N. (1992). Expressive writing. In S. R. Hooper, G. W. Hynd, & R. E. Mattison (Eds.), Developmental disorders: Diagnostic criteria and clinical assessmnent (pp. 127-172). Hillsdale, NJ: Lawrence Erlbauni Associates.
27. Hammill, D. D., & Larsen, S. C. (1996). Test of written language (3rd ed.). Austin, TX: PRO-ED, Inc.
28. Harste, J., C. Burke, & Woodward, V. (1981). Children's language and world: Initial encounters with print. In J. Langer and M. Smith-Burke (Eds.), Bridging the gap: Reader meets author. Newark, DE: International Reading Association.
29. Hayes, J. R. & Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg & E. R. Steinberg (Eds.), Cognitive processes in writing (pp. 3-30). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
30. Hayes, J. R., Flower, L. S., Schriver, P. Stiratement. D., & Carey, W. (1989). Cognitive processes in revision (Tech. Rep. No. 12). Pittsburgh, PA: Carnegie Melon University, Communication Design Center.
31. Hooper, S. R. (2002). The language of written language: An introduction to the special issue. Journal of Learning Disabilities, 35 (1), 2-5.
32. Hooper, S. R., Montgomery, J., Swartz, C., Reed, M. S., Sandler, A. D., Levine, M. D., Watson, T. E., & Wasileski, T. (1994). Measurement of written language expression. In G. R. Lyon (Ed.), Frames of reference for the assessnment of learning disabilities: New views on measurement issues (pp. 375-417). Baltimore, MD: Paul H. Brookes Publishing Co., Inc.
33. Hooper, S. R., Swartz, C., Montgomery, J., Reed, M. S., Brown, T., Wasileski, T., & Levine, M. D. (1993). Prevalence of writing problems across three middle school samples. School Psychology Review, 22, 608-620.
34. Johnson, D., & Mykleust, H. (1967). Learning disabilities: Educational principles and practices. New York: Grune & Stratton.
35. Kellogg, R. T. (1987). Writing performance: Effects of cognitive strategies. Written Communication, 4, 269-298.
36. Kellogg, R. T. (1994). The psychology of writing. New York, NY: Oxford University Press.
37. Lerner, J. W. (1979). Children with learninq disabilities: Theories, diagnosis, and teaching strategies. Boston, MA: Houghton Mifflin.
38. Levine, M., Oberklaid, F., & Meltzer, L. (1981). Developmental output failure: A study of low productivity in school-aged children. Pediatrics, 67, 18-25.
39. Levy, C. M., & Ransdell, S. (1995). Is writing as difficult as it seems? Memory & Cognition, 23(6), 767-779.
40. Litowitz, B. (1981). Developmental issues in written language. Topics in Language Disorders, 1, 73-89.
41. MacArthur, C., & Graham, S. (1987). Learning disabled students' composing with three methods: Handwriting, dictation, and word processing. The Tournal of Special Education, 21, 22-42.
42. Markward, F. C. (1989). Peabody Individual Achievement Test-Revised. Circle Pines, MN: American Guidance Service.
43. McCarthy, S. J., & Raphael, T.E. (1992). Alternative research perspectives. In J. Irwin & M. Doyle (Eds.), Reading/writing connections: Learning from research (pp. 2-30). Newark, DE: International Reading Association, Inc.
44. McCutchen, D., & Perfetti, C. (1982). Coherence and connectedness in the development of discourse production. Text, 2, 113-119.
45. Myklebust, H. R. (1965). Development and disorders of written language (Vol. 1). New York: Grune and Stratton.
46. Myklebust, H. R. (1973). Development and disorders of written language: Vol. 2. Studies of normal and exceptional children. New York, NY: Grune & Stratton, Inc.
47. National Center for Education Statistics, Office of Educational Research and Improvement, U.S. Department of Education. (1990). National Assessment of Educational Progress. Washington, DC: U.S. Government Printing Office.
48. National Center for Educational Statistics. (1996). Can students benefit firom process writing? (NCES Publication No. 845, April 1996, Vol. 1, No. 3), Institute of Education Sciences, U.S. Departmnent of Education. Washington, DC: U.S. Government Printing Office.
49. National Center for Educational Statistics. (1999) NAEP 1998 writing report card for the nation and the states (NCES Publication No. 462), Office of Educational Research and Improvement. Washington, DC: U.S. Government Printing Office.
50. Newcomer, P. L., & Barenbaum, E. M. (1991). The written composing ability of childrenwith learning disabilities: A review of the literature from 1980-1990. Journal of Learning Disabilities, 24, 578-593.
51. Poplin, M., Gray, R., Larsen, S., Banikowski, A., & Mehring, T. (1980). A comparison of components of written expression abilities in learning disabled and non-learning disabled children at 3 grade levels. Learning Disability Quarterly. 3, 46-53.
52. Pressley, M., & Wjoloshyn, V. (1995). Cognitive strategy instruction that really improves children's acadenmic performance (2nd ed.). Cambridge, MA: Brookline Books.
53. The Psychologiccal Corporation. (1992). Wechsler Individual Achievement Test. San Antonio, TX: Author.
54. Ransdell, S. E. (1995). Generating thinking-aloud protocols: Impact on narrative writing of college students. American Journal of Psychology, 108, 89-98.
55. Rohman, G. (1965). Pre-writing: The stage of discovery in the writing process. College Composition and Communication, 16, 106-112.
56. Roit, M. L., & McKenzie, R. G. (1985). Disorders of written communication: An instructional priority for LD students. Journal of Learning Disabilities, 19, 258-260.
57. Sattler, J. M. (2001). Assessment of children cognitive applications (4th ed.). San Diego, CA: Jerome M. Sattler, Publisher, Inc.
58. Scardamalia, M. (1981). How children cope with the cognitive demands of writing. In C. Frederiksen & J. F. Dominic (Edss.), Writing: The nature, development, and teaching of written communication Vol 2: Writing: Process, development, and communication (pp. 81-103). Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
59. Scardamalia, M. & Bereiter, C. (1986). Research on written composition. In M.C. Wittrock (Ed.), Handbook of research on teaching (3rd ed., pp. 778-803). New York, NY: Macmillan Publishing Company.
60. Scinto, L. F. M. (1986). Written language and psychological development. Orlando, FL: Academic Press.
61. United States Office of Education. (1975). Public Law 94-142 regulations: Proposed rule making (Federal Register, 41, 52404-52407). Washington, DC: Author.
62. Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.
63. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
64. Whitney, P. (1998). The psychology of language. Boston, MA: Houghton Mifflin Company.
65. Wong, B. Y. L. (1991). Three conceptual perspectives on the connections between reading and writing processes. In A. McKeough & J. L. Lupart (Eds.), Toward the practice of theory-based instruction (pp. 66-91). Hillsdale, NJ: Lawrence Erlbaumn Associates.
66. Woodcock, R. W., & Johnson, M. B. (1989). Woodcock-Johnson Psychoeducational Battery-Revised. Allen, TX: DLM. Profile of Author.