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The relationship between executive functions and writing in children: a systematic review

  • Published:2023-02-07 Issue:1 Volume:30 Page:105-163
  • ISSN:0929-7049
  • Container-title:Child Neuropsychology
  • language:en
  • Short-container-title:Child Neuropsychology

Author:

Ruffini Costanza1ORCID,Osmani Fatbardha2,Martini Chiara1,Giera Winnie-Karen3,Pecini Chiara1ORCID

Affiliation:

1. Department of Education, Languages, Intercultures, Literatures and Psychology (FORLILPSI), University of Florence Firenze FI, Italy

2. Department of Psychology, University for Business and Technology, Prishta, Kosovo

3. Department of German Studies, University of PotsdamPotsdam, Germany

Funder

associated

Publisher

Informa UK Limited

Subject

Developmental and Educational Psychology,Neuropsychology and Physiological Psychology,Pediatrics, Perinatology and Child Health

Reference159 articles.

1. Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers.

2. Adams, W., & Sheslow, D. (2003). Wide range assessment of memory and learning (2nd ed.). Psychological Assessment Resources.

3. Text composition by deaf and hearing middle-school students: The role of working memory

4. ADHD and Behavioral Inhibition: A Re-examination of the Stop-signal Task

5. Alloway, T. P. (2007). Automated working memory assessment. Pearson Assessment.

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