1. Abbott, R. D., & Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary-grade and intermediate-grade writers. Journal of Educational Psychology, 85(3), 478–508. doi:
10.1037/0022-0663.85.3.478
.
2. Abbott, R. D., Berninger, V. W., & Fayol, M. (2010). Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7. Journal of Educational Psychology, 102(2), 281–298. doi:
10.1037/a0019318
.
3. Angelelli, P., Judica, A., Spinelli, D., Zoccolotti, P., & Luzzatti, C. (2004). Characteristics of writing disorders in Italian dyslexic children. Cognitive and Behavioral Neurology: Official Journal of the Society for Behavioral and Cognitive Neurology, 17(1), 18–31. doi:
10.1097/00146965-200403000-00003
.
4. Arfé, B., De Bernardi, B., Pasini, M., & Poeta, F. (2009). La generazione linguistica del testo nelle difficoltà di espressione scritta [Text generation in children with problems of written expression]. Paper presented at the XVIII national AIRIPA congress, La Spezia 23–24 October 2009.
5. Arfé, B., De Bernardi, B., Pasini, M., & Poeta, F. (2012). Toward a redefinition of spelling in shallow orthographies: Phonological, lexical and grammatical skills in learning to spell Italian. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to cognitive psychology (pp. 359–387). New York: Psychology Press/Taylor & Francis.