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Modeling the development of written language
Alternative models of the structure of individual and developmental differences of written composition and handwriting fluency were tested using confirmatory factor analysis of writing samplesExpand
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Deficits in auditory temporal and spectral resolution in language-impaired children
Between 3 and 6 per cent of children who are otherwise unimpaired have extreme difficulties producing and understanding spoken language1. This disorder is typically labelled specific languageExpand
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From scribbles to scrabble: preschool children’s developing knowledge of written language
The purpose of this study was to concurrently examine the development of written language across different writing tasks and to investigate how writing features develop in preschool children.Expand
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Componential skills of beginning writing: An exploratory study.
The present study examined the components of end of kindergarten writing, using data from 242 kindergartners. Specifically of interest was the importance of spelling, letter writing fluency, reading,Expand
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Assessing the microstructure of written language using a retelling paradigm.
PURPOSE The primary goal of this study was to document the progression of the microstructural elements of written language in children at 4 grade levels. The secondary purpose was to ascertainExpand
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Evaluating the dimensionality of first-grade written composition.
PURPOSE This study examined dimensions of written composition by using multiple evaluative approaches such as an adapted 6 + 1 trait scoring, syntactic complexity measures, and productivity measures.Expand
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Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.
The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examineExpand
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Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.
The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading andExpand
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Writing through retellings: an exploratory study of language-impaired and dyslexic populations
This study was designed to examine differences and similarities in the writing of 15 language-impaired, 17 dyslexic and 15 typically developing control subjects matched on chronological age. SubjectsExpand
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Using tablet computers to teach preschool children to write letters: Exploring the impact of extrinsic and intrinsic feedback
With the increasing popularity of touchscreen devices, using technology to support young children's learning has become more accessible. However, given the relative novelty of tablet computers, theExpand
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