Predicting writing development in dual language instructional contexts: exploring cross-linguistic relationships-Reference-Cited by-同舟云学术

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Predicting writing development in dual language instructional contexts: exploring cross-linguistic relationships

Published:2016-01-29 Issue:1 Volume:20 Page:e12406
ISSN:1363-755X
Container-title:Developmental Science
language:en
Short-container-title:Dev Sci

Author:

Savage Robert¹,Kozakewich Meagan¹,Genesee Fred²,Erdos Caroline³,Haigh Corinne⁴

Affiliation:

1. Department of Educational and Counselling Psychology; McGill University; Canada

2. Department of Psychology; McGill University; Canada

3. McGill University Health Centre; Department of Speech-Language Pathology; Montreal Children's Hospital; Canada

4. School of Education; Bishops University; Canada

Funder

Social Sciences and Humanities Research Council of Canada

Publisher

Wiley

Subject

Cognitive Neuroscience,Developmental and Educational Psychology

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1111/desc.12406/fullpdf

Reference57 articles.

1. Structural equation modeling of relationships among developmental skills and writing skills in primary- and intermediate-grade writers;Abbott;Journal of Educational Psychology,1993

2. AIMS Technical Report 2005 http://www.ade.az.gov/standards/aims/Administering/AIMSTechReport2005.pdf

3. The role of sentence recall in reading and language skills of children with learning difficulties;Alloway;Learning and Individual Differences,2005

4. Component processes of early reading, spelling, and narrative writing skills in Turkish: a longitudinal study;Babayiğit;Reading and Writing,2010

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