Effect sizes of writing modality on K-6 students’ writing and reading performance: a meta-analysis-Reference-Cited by-同舟云学术

Effect sizes of writing modality on K-6 students’ writing and reading performance: a meta-analysis

Published:2023-12-18 Issue: Volume: Page:
ISSN:0311-6999
Container-title:The Australian Educational Researcher
language:en
Short-container-title:Aust. Educ. Res.

Author:

Malpique Anabela Abreu^ORCID,Valcan Debora,Pino-Pasternak Deborah,Ledger Susan,Merga Margaret

Funder

Ian Potter Foundation

Publisher

Springer Science and Business Media LLC

Subject

Education

Link

https://link.springer.com/content/pdf/10.1007/s13384-023-00676-y.pdf

Reference79 articles.

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3. *Alstad, Z., Sanders, E., Abbott, R. D., Barnett, A. L., Henderson, S. E., Connelly, V., & Berninger, V. W. (2015). Modes of alphabet letter production during middle childhood and adolescence: Interrelationships with each other and other writing skills. Journal of Writing Research, 6(3), 199–231. https://doi.org/10.17239/jowr-2015.06.03.1

4. *Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. Á., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108(5), 665–679. https://doi.org/10.1037/edu0000089

5. Alves, R. A., Limpo, T., & Joshi, R. M. (Eds.). (2020). Reading-writing connections: Towards integrative literacy science (Vol. 19). Springer Nature.

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