The DOI matches its Crossref record.
A review of handwriting research: Progress and prospects from 1980 to 1994
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Citations
Cited by
The role of self-regulation and transcription skills in writing and writing development
Graham, S., & R. Harris, K. (2000) · Educational Psychologist · doi:10.1207/s15326985ep3501_2 · Cited by 671
Self-citationLongcamp, M., Zerbato-Poudou, M.-T., & Velay, J.-L. (2005) · Acta Psychologica · doi:10.1016/j.actpsy.2004.10.019 · Cited by 434
Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition.
Berninger, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A., Reed, E., & Graham, S. (1997) · Journal of Educational Psychology · doi:10.1037/0022-0663.89.4.652 · Cited by 411
Self-citationConnelly, V., Campbell, S., MacLean, M., & Barnes, J. (2006) · Developmental Neuropsychology · doi:10.1207/s15326942dn2901_9 · Cited by 204
Rosenblum, S., & Livneh-Zirinski, M. (2008) · Human Movement Science · doi:10.1016/j.humov.2008.02.011 · Cited by 188
Tier 1 and Tier 2 early intervention for handwriting and composing
Berninger, V. W., Rutberg, J. E., Abbott, R. D., Garcia, N., Anderson-Youngstrom, M., Brooks, A., & Fulton, C. (2006) · Journal of School Psychology · doi:10.1016/j.jsp.2005.12.003 · Cited by 166
Wollscheid, S., Sjaastad, J., & Tømte, C. (2016) · Computers & Education · doi:10.1016/j.compedu.2015.12.001 · Cited by 143
Kushki, A., Schwellnus, H., Ilyas, F., & Chau, T. (2011) · Research in Developmental Disabilities · doi:10.1016/j.ridd.2011.01.026 · Cited by 130
Where Does Handwriting Fit In?: Strategies to Support Academic Achievement
Cahill, S. M. (2009) · Intervention in School and Clinic · doi:10.1177/1053451208328826 · Cited by 81
Pen or keyboard in beginning writing instruction? Some perspectives from embodied cognition
Mangen, A., & Balsvik, L. (2016) · Trends in Neuroscience and Education · doi:10.1016/j.tine.2016.06.003 · Cited by 77
The Not-So-Simple View of Writing in Struggling Readers/Writers
Ahmed, Y., Kent, S., Cirino, P. T., & Keller-Margulis, M. (2022) · Reading & Writing Quarterly · doi:10.1080/10573569.2021.1948374 · Cited by 40
Metadata
- Authors
- Graham, S., & Weintraub, N.
- Venue
- Educational Psychology Review
- Published
- 1996-03
- Volume
- 8
- Issue
- 1
- Pages
- 7-87
- ISSN
- 1040-726X (ISSN-L)
- 1573-336X
- OpenAlex
- W2071230001
- Cited by
- 385
- References
- 0
- FWCI
- 49.22
- Type
- journal article
- Language
- en
- Open access
- closed
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
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Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.