Learning to Write Effectively: Current Trends in European Research

• Foreword: Writing as a Societal Question in Europe Introduction: Why We Need Writing ResearchSECTION 1: WRITING DEVELOPMENT1.00.01. Introduction: Writing DevelopmentLiliana Tolchinsky1.00.02. Early Development of Handwriting Motor SkillsOlga Soler Vilageliu, Sonia Kandel and Melina Aparici Aznar1.00.03. Effects of Orthographic Consistency on Children’s Spelling DevelopmentMarie-Claire Hazard, Bruno De Cara and Lucile Chanquoy1.00.04. Acquisition of Spelling Skills with Regard to the Norwegian LanguageAstrid Skaathun and Per Henning Uppstad1.00.05. The Impact of Open and Closed Vowels on the Evolution of Pre-School Children’s WritingCristina Silva and Margarida Alves1.00.06. Copying Ability in Primary School: A Working Memory ApproachChristian Weinzierl, Joachim Grabowski and Markus Schmitt1.00.07. Acquisition of Linearization in Writing, from Grades 5 to 9Lucie Beauvais, Monik Favart, Jean-Michel Passerault and Thierry Olive1.00.08. Construct-Relevant or Construct-Irrelevant Variance in Measures of Reading?Oddny Judith Solheim and Per Henning Uppstad1.00.09. Studying Written Language Development in Different Contexts, Languages and Writing SystemsLiliana Tolchinsky and Joan Perera1.00.10. The Impact of Oral Language Skills on Children’s Production of Written TextJulie Dockrell, Vincent Connelly, Geoff Lindsay and Clare Mackie1.00.11. The Development of Written Language in Children with Language ImpairmentJudy Reilly, Jun O’Hara, Darin Woolpert, Nayme´ Salas, Beverly Wulfeck and Liliana Tolchinsky 1.00.12. Improving Anaphoric Cohesion in Deaf Students’ WritingBarbara Arfe´, Pietro Boscolo and Silvia SacilottoSECTION 2: LEARNING AND TEACHING WRITING2.00.01. Introduction: Teaching and Learning WritingMontserrat Castello´ and Otto KruseSubsection 2.01: Writing Instruction2.01.01. Implementation of Self-Regulated Writing Strategies in Elementary ClassesSandra Budde 2.01.02. Evaluating Cognitive Self-Regulation Instruction for DevelopingStudents’ Writing CompetenceRaquel Fidalgo, Mark Torrance, Patricia Robledo and Jesu´s-Nicasio Garcı´a2.01.03. Are Help Levels Effective in Textual Revision?Olga Arias-Gundı´n and Jesu´s-Nicasio Garcı´a2.01.04. A Spanish Research Line Focused on the Improvement ofWriting Composition in Students With and Without LDJesu´s-Nicasio Garcı´a and Esther Garcı´a-Martı´n2.01.05. Results of Writing Products After a Motivational Intervention Programme According to Students’ Motivational LevelsAna M. de Caso and Jesu´s-Nicasio Garcı´a2.01.06. Can Different Instructional Programmes Achieve Different Results on Students’ Writing Attitudes and WritingSelf-Efficacy?Ana M. de Caso and Jesu´s-Nicasio Garcı´a2.01.07. Enhancing Writing Self-Efficacy Beliefs of Students With Learning Disabilities Improves Their Writing Processes and Writing ProductsAna M. de Caso and Jesu´s-Nicasio Garcı´a2.01.08. Comparative Studies of Strategy and Self-Regulated Interventions in Students With Learning DisabilitiesRaquel Fidalgo and Jesu´s-Nicasio Garcı´a2.01.09. Instructional and Developmental Online Approaches of Writing Composition in Students With and WithoutLearning DisabilitiesJesu´s-Nicasio Garcı´a, Marı´a-Lourdes A ´ lvarez, Carmen Dı´ez and Patricia Robledo2.01.10. Effective Characteristics of Intervention Programmes Focused on Writing and AgendaJesu´s-Nicasio Garcı´a and Esther Garcı´a-Martı´n2.01.11. Improving Struggling Writers via Digital RecordingsMargunn Mossige and Per Henning Uppstad2.01.12. Non-Fiction Writing in Lower Secondary SchoolAnne Ha˚land2.01.13. Observational Learning in Argumentative WritingMartine Braaksma, Gert Rijlaarsdam and Huub van den Bergh2.01.14. Hypertext Writing: Learning and Transfer EffectsMartine Braaksma, Gert Rijlaarsdam and Huub van den Bergh2.01.15. Effective Instructional Strategies in Collaborative Revision in EFL: Two Empirical StudiesElke Van Steendam, Gert Rijlaarsdam, Lies Sercu and Huub van den Bergh2.01.16. Tutoring the End-of-Studies Dissertation: Helping Psychology Students Find Their Personal Voice When Revising Academic TextsMontserrat Castello´, Anna In˜esta, Marta Pardo, Eva Liesa and Reinaldo Martı´nez-Ferna´ndez2.01.17. Learning Philosophy by Writing in a Community of LearningMariona Corcelles and Montserrat Castello´2.01.18. Improving Students’ Academic Writing: The Results of Two Empirical ProjectsHelmut Gruber, Birgit Huemer and Markus Rheindorf2.01.19. Classroom Teaching of Writing Throughout SchoolingLuı´sa A ´ lvares Pereira, Ineˆs Cardoso and M. Jose´ Loureiro2.01.20. Teaching Reading and Writing to Learn in Primary EducationIsabel Martı´nez, Elena Martı´n and Mar Mateos2.01.21. Effects of Being a Reader and Observing Readers on Argumentative WritingNoreen S. Moore and Charles A. MacArthur2.01.22. Writing and Text Genre Acquisition Among 4- to 8-Year-Old Icelandic ChildrenRannveig Oddsdo´ttir, Freyja Birgisdo´ttir and Hrafnhildur Ragnarsdo´ttir2.01.23. Parental Intervention in Improving Children’s Writing and Their AchievementPatricia Robledo and Jesu´s-Nicasio Garcı´a2.01.24. Supporting Children in Improving Their Presentation of School ReportsHans van der MeijSubsection 2.02: Learners’ Writing Processes2.02.01. Explaining Knowledge Change Through WritingVeerle Baaijen, David Galbraith and Kees de Glopper2.02.02. Patterns of Meta-Cognitive Processing During Writing: Variation According to Reported Writing ProfileMarion Tillema, Huub van den Bergh, Gert Rijlaarsdam and Ted Sanders2.02.03. Formulating Activities in L1 and L2 and Their Relation With Text QualityDaphne van Weijen, Marion Tillema and Huub van den Bergh2.02.04. Relationship Between Text Quality and Management of the Writing ProcessesCaroline Beauvais, Thierry Olive and Jean-Michel Passerault2.02.05. Spanish Children’s Use of Writing Strategies When Composing Texts in English as a Foreign LanguageJose´ Marı´a Campillo Ferrer, Sonia Lo´pez Serrano and Julio Roca de Larios2.02.06. The Effects of Dyslexia on the Writing Processes of Students in Higher EducationDavid Galbraith, Veerle Baaijen, Jamie Smith-Spark and Mark Torrance2.02.07. Subcomponents of Writing Literacy: Diagnosis and Didactical SupportJoachim Grabowski, Michael Becker-Mrotzek, Matthias Knopp, Nicole Nachtwei, Christian Weinzierl, Jo¨rg Jost andMarkus Schmitt2.02.08. What Expert Writers Do When They Don’t Solve Problems? Literate Expertise RevisitedAtle Skaftun and Per Henning Uppstad2.02.09. Effects of Creative Writing on Students’ Literary ResponseTanja Janssen2.02.10. Writing Summaries and Syntheses to Learn in Secondary and Higher EducationIsabel Sole´, Mariana Miras, Marta Gra`cia, Nuria Castells, Sandra Espino, Mar Mateos, Elena Martı´n, Isabel Cuevas and Ruth Villalo´nSubsection 2.03: Text Assessment2.03.01. CEFLING: Combining Second Language Acquisition and Testing Approaches to WritingMaisa Martin, Riikka Alanen, Ari Huhta, Paula Kalaja, Katja Ma¨ntyla¨, Mirja Tarnanen and A ˚ sa Palviainen2.03.02. Designing and Assessing L2 Writing Tasks Across CEFR Proficiency LevelsRiikka Alanen, Ari Huhta, Maisa Martin, Mirja Tarnanen, Katja Ma¨ntyla¨, Paula Kalaja and A ˚ sa Palviainen2.03.03. What Is ‘Improvement’ in L2 French Writing?Cecilia Gunnarsson2.03.04. DESI — Text ProductionAstrid Neumann2.03.05. Indicator Model of Students’ Writing Skills (IMOSS)Astrid Neumann and Swantje Weinhold2.03.06. Assessment of Written Proficiency: Finnish-Speaking University Students Writing in SwedishA ˚sa Palviainen 2392.03.07. Development of Written and Spoken Narratives and Expositories in IcelandicHrafnhildur Ragnarsdo´ttirSubsection 2.04: Learner and Teacher Variables2.04.01. What Do Portuguese University Students Say About Their Writing in Exams?Jose´ Branda˜o Carvalho2.04.02. The Impact of Educational Experiences on Writing Processes and ProductsFlorentina Nicola´s Conesa2.04.03. Taking and Using Notes and Learning Approach in University StudentsSandra Espino and Mariana Miras2.04.04. The Effect of Beliefs on Writing Synthesis from Multiple TextsMar Mateos, Isabel Cuevas, Elena Martı´n, Ana Martı´n, Maria Luna, Gerardo Echeita, Mariana Miras, Isabel Sole´,Nuria Castells, Sandra Espino and Marta Minguela2.04.05. The Dynamics of Writing Beliefs and Composing StrategiesFlorentina Nicola´s Conesa2.04.06. Does the Quality of Teaching Determine Students’ Achievement in Writing?Deilis-Ivonne Pacheco-Sanz, Jesu´s-Nicasio Garcı´a and Carmen Dı´ez2.04.07. Perspective Taking: A Prerequisite of Communicative WritingMarkus Schmitt and Joachim Grabowski2.04.08. Development of Fluency in First and Foreign Language WritingEva Lindgren, Kirk Sullivan and Kristyan Spelman Miller2.04.09. Writing Counter to Personal Opinion: Can Advanced Communication Students Set Aside Their Own Understanding of a Field?Denis Alamargot and Ce´line Beaudet2.04.10. Peer Interaction in Students With/Without Learning Disabilities in Writing (LD, NLD and ADHD)Carmen Dı´ez, Deilis-Ivonne Pacheco-Snaz and Jesu´s-Nicasio Garcı´aSubsection 2.05: Genre in Educational Contexts2.05.01. Academic Genres in French HumanitiesIsabelle Delcambre and Christiane Donahue2.05.02. Comparing Genres of Academic Writing: Abstracts and SummariesCornelia Ilie2.05.03. Writing Cultures and Student MobilityOtto Kruse2.05.04. Students’ Conceptions About Academic WritingRuth Villalo´n and Mar MateosSECTION 3: DOCUMENT DESIGN3.00.01. Introduction: Design of Written Professional DocumentsFranck Ganier3.00.02. Four Characteristics of Procedural TextsFranck Ganier3.00.03. The Anatomy of Procedural InstructionsMichae¨l Steehouder3.00.04. Some Constraints on the Processing of Procedural InstructionsFranck Ganier3.00.05. Textual Motivational Elements in Cell Phone User InstructionsNicole Loorbach and Joyce Karreman3.00.06. Enhancing the Design of Instructions for Use: A Contribution of Cognitive PsychologyFranck Ganier3.00.07. Writing Easy-to-Read Documents for People With Intellectual DisabilitiesR. Ignacio Madrid, Vicenta A ´ vila, Inmaculada Fajardo and Antonio Ferrer3.00.08. Reading Strategies and Cognitive Load: Implications for the Design of Hypertext DocumentsR. Ignacio Madrid, Jose´ J. Can˜as and Herre van Oostendorp3.00.09. Designing Multimedia Documents for the WorkplacePatricia Wright3.00.10. Ide´e Suisse: Language Policy and Writing Practice of Public Service Media JournalistsDaniel Perrin, Marcel Burger, Mathias Fu¨rer, Aleksandra Gnach, Michael Schanne and Vinzenz WyssSECTION 4: TOOLS FOR STUDYING AND SUPPORTING WRITING4.00.01. Introduction: Tools for Studying and Supporting Writing: Technological Advances in Writing ResearchLuuk Van Waes and Anne Mangen4.00.02. Eye and Pen: A Device to Assess the Temporal Course of Writing Production — Three StudiesDenis Alamargot4.00.03. EyeWrite — A Tool for Recording Writers’ Eye MovementsMark Torrance4.00.04. Reading During Text ProductionRoger Johansson, Victoria Johansson, A ˚ sa Wengelin and Kenneth Holmqvist4.00.05. Inputlog 4.0: Keystroke Logging in Writing ResearchMarie¨lle Leijten and Luuk Van Waes4.00.06. Fluency in Second-Language and in Mother-Tongue Writing ProcessesMaarit Mutta4.00.07. Handwriting versus Typewriting: Behavioural and Cerebral Consequences in Letter RecognitionJean-Luc Velay and Marieke Longcamp4.00.08. Text Production in Handwriting versus Computer TypingRoger Johansson, Victoria Johansson and A ˚ sa Wengelin4.00.09. The Visual WriterGunn Helen Ofstad Oxborough4.00.10. Computer Capture of Writing Under Keyboard and Handwriting ConditionsKristyan Spelman Miller4.00.11. Memory for Word Location: Studies in WritingNathalie Le Bigot, Jean-Michel Passerault and Thierry Olive4.00.12. Writing with PowerPointGisella Paoletti4.00.13. Modelling Writing PhasesDaniel Perrin and Marc Wildi4.00.14. Design of an Open Corpus and Computer Tool for Writing Development and Instruction among 8 to 16 Years Old Students With and Without Learning DisabilitiesEsther Garcı´a-Martı´n and Jesu´s-Nicasio Garcı´a4.00.15. Developing Writing Through Observation of Writing Processes Using Keystroke LoggingEva Lindgren and Kirk Sullivan4.00.16. The Haptics of Writing: Cross-Disciplinary Explorations of the Impact of Writing Technologies on the Cognitive-Sensorimotor Processes Involved in WritingAnne Mangen and Jean-Luc VelayAuthor IndexSubject IndexList of Volumes

"Learning to write effectively contributes to our fundamental knowledge of how we learn to write in many different contexts and how this is changing with the advent of new technology. The book adds to our knowledge, and it does so from an unusual—European—perspective. Researchers in the field will find it a useful resource for finding out what is going on and for making contact with European colleagues." - James Hartley, in: British Journal of Educational Technology, vol. 44, no. 2, pp. 70-71