| scholarly article | Q13442814 |
| P356 | DOI | 10.1348/000709906X116768 |
| P698 | PubMed publication ID | 17504558 |
| P2093 | author name string | Vincent Connelly | |
| Deborah Gee | |||
| Elinor Walsh | |||
| P433 | issue | Pt 2 | |
| P921 | main subject | handwriting | Q2393642 |
| P304 | page(s) | 479-492 | |
| P577 | publication date | 2007-06-01 | |
| P1433 | published in | British Journal of Educational Psychology | Q4970196 |
| P1476 | title | A comparison of keyboarded and handwritten compositions and the relationship with transcription speed | |
| P478 | volume | 77 |
| Q38928750 | Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW). |
| Q38764566 | Idea units in notes and summaries for read texts by keyboard and pencil in middle childhood students with specific learning disabilities: Cognitive and brain findings |
| Q35610276 | Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills |
| Q91818188 | Online Writing Processes in Translating Cognition into Language and Transcribing Written Language by Stylus and Keyboard in Upper Elementary and Middle School Students With Persisting Dysgraphia or Dyslexia |
| Q41633452 | Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities |
| Q46022405 | The Impact of Transcription Writing Interventions for First-Grade Students. |
| Q41701993 | The contribution of executive functions to narrative writing in fourth grade children. |
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