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The Self in Self-Regulated Writing of Fourth to Ninth Graders with Dysgraphia
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Dunn, Michael; Zajic, Matthew C.; Berninger, Virginia – International Journal of School & Educational Psychology, 2021
Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their…
Descriptors: Learning Disabilities, Writing Skills, Writing Instruction, Grade 4
The Self in Self-Regulated Writing of Fourth to Ninth Graders with Dysgraphia
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Dunn, Michael; Zajic, Matthew C.; Berninger, Virginia – Grantee Submission, 2020
Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their…
Descriptors: Learning Disabilities, Writing Skills, Writing Instruction, Grade 4
Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students with Persisting Dysgraphia or Dyslexia
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Beers, Scott F.; Berninger, Virginia; Mickail, Terry; Abbott, Robert – Learning Disabilities: A Multidisciplinary Journal, 2018
Participants in this study completed an online experiment in which they wrote essays by stylus or keyboard. Three translation measures (length of language burst, length of pauses, and rate of pausing) and four transcription measures (total words, total time, words/minute, and percent spelling errors) for composition were analyzed for two research…
Descriptors: Educational Experiments, Comparative Analysis, Writing Processes, Essays
Relationships of Attention and Executive Functions to Oral Language, Reading, and Writing Skills and Systems in Middle Childhood and Early Adolescence
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Berninger, Virginia; Abbott, Robert; Cook, Clayton R.; Nagy, William – Journal of Learning Disabilities, 2017
Relationships between attention/executive functions and language learning were investigated in students in Grades 4 to 9 (N = 88) with and without specific learning disabilities (SLDs) in multiword syntax in oral and written language (OWL LD), word reading and spelling (dyslexia), and subword letter writing (dysgraphia). Prior…
Descriptors: Correlation, Attention Control, Executive Function, Multiple Regression Analysis
Development of Handwriting Speed and Legibility in Grades 1-9.
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Graham, Steve; Berninger, Virginia; Weintraub, Naomi; Schafer, William – Journal of Educational Research, 1998
Examined the development of students' handwriting speed and legibility. Diverse students in grades one through nine completed three writing tasks (copying, writing a narrative, and writing an essay). Researchers measured their speed and legibility. Results indicated that handwriting speed and legibility did not follow a parallel course of…
Descriptors: Elementary Education, Handwriting, Junior High Schools, Skill Development
Which Manuscript Letters Do Primary Grade Children Write Legibly?
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Graham, Steve; Weintraub, Naomi; Berninger, Virginia – Journal of Educational Psychology, 2001
Examined manuscript letter writing skills of students in Grades 1-3. Three letter characteristics, grade, and alphabet fluency each made a significant contribution to the prediction of letter legibility after effects of other predictors were controlled. Letter legibility in turn made a significant contribution to the prediction of text legibility…
Descriptors: Beginning Writing, Childrens Writing, Handwriting, Letters (Alphabet)
Teaching Spelling to Children with Specific Learning Disabilities: The Mind's Ear and Eye Beat the Computer or Pencil.
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Berninger, Virginia; Abbott, Robert; Rogan, Laura; Reed, Elizabeth; Abbott, Sylvia; Brooks, Allison; And Others – Learning Disability Quarterly, 1998
Elementary children with only spelling (n=24) or handwriting and spelling disabilities (n=24) were randomly assigned to a pencil- or computer-response mode and taught 48 words of varying orders of sound-spelling predictabilities. The computer keyboard offered no overall superiority to the pencil. Children with both disabilities spelled less well.…
Descriptors: Computer Uses in Education, Elementary Education, Handwriting, Learning Disabilities
Tutorial Interventions for Writing Disabilities: Comparison of Transcription and Text Generation Processes.
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Brooks, Allison; Vaughan, Katherine; Berninger, Virginia – Learning Disability Quarterly, 1999
Seventeen fourth and fifth graders with severe writing disabilities received a weekly one-hour individual tutorial which focused equally on transcription (handwriting and spelling) and composition skills. Students showed reliable improvement in composition and handwriting automaticity but not in spelling. Suggestions for teaching phonological…
Descriptors: Grade 4, Grade 5, Handwriting, Individualized Instruction