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Davies, S. J.; Bourke, L.; Harrison, N. – Reading and Writing: An Interdisciplinary Journal, 2020
Working memory has been proposed to account for the differential rates in progress young children make in writing. One crucial aspect of learning to write is the encoding (i.e., integration) and retrieval of the correct phoneme-grapheme pairings, known as binding. In addition to executive functions, binding is regarded as central to the concept of…
Descriptors: Short Term Memory, Phoneme Grapheme Correspondence, Executive Function, Accuracy
Hebert, Michael; Simpson, Amy; Graham, Steve – Reading and Writing: An Interdisciplinary Journal, 2013
The purposes of this review were to determine: (1) if different writing activities were more effective than others in improving students' reading comprehension, and (2) if obtained differences among writing activities was related to how reading comprehension was measured? Meta-analysis was used to examine these questions across studies involving…
Descriptors: Comparative Analysis, Measurement Techniques, Meta Analysis, Elementary Secondary Education

Johnson, Doris J.; Carlisle, Joanne F. – Reading and Writing: An Interdisciplinary Journal, 1996
Compares written stories of normally achieving and learning disabled (LD) children in grades 1-3. Tests receptive language, figure copying, and spelling. Finds that groups differed on figure copying, spelling, and written productivity, but not receptive language. Finds that non-LD grade level groups differed on two components of the handwriting…
Descriptors: Childrens Writing, Comparative Analysis, Handwriting, Learning Disabilities

Portier, Stanley J.; And Others – Reading and Writing: An Interdisciplinary Journal, 1991
Reports on a handwriting experiment on the learning of four Arabic letters by novice writers of Arabic script. Finds a general learning effect expressed as a decrease of movement time and writing dysfluency. Finds a differential effect of practice on the trade-off between simple reaction time and movement time as a function of consecutive trials.…
Descriptors: Arabic, Comparative Analysis, Elementary Education, Handwriting

Morris-Friehe, Mary; Leuenberger, Janice – Reading and Writing: An Interdisciplinary Journal, 1992
Finds main effects for group but not gender. Finds that the combined use of direct and indirect measures appeared most effective in examining the complexities of writing produced by learning-disabled and nonlearning disabled college students. (RS)
Descriptors: College Students, Comparative Analysis, Evaluation Methods, Higher Education