Tier 1 and Tier 2 early intervention for handwriting and composing
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Teaching motor skills in conjunction with orthographic skills is the most effective approach.
“However, research has demonstrated that teaching motor skills in conjunction with orthographic skills is the most effective approach (40).”
From Disorder of written expression and dysgraphia: definition, diagnosis, and management (2020) · cites this paper as [40]
Cited by
Sorted by citations
Training writing skills: a cognitive developmental perspective
Kellogg, R. T. (2008) · Journal of Writing Research · doi:10.17239/jowr-2008.01.01.1 · Cited by 868 · see citing works
Disorder of written expression and dysgraphia: definition, diagnosis, and management
Chung, P. J., Patel, D. R., & Nizami, I. (2020) · Translational Pediatrics · doi:10.21037/tp.2019.11.01 · Cited by 175 · see citing works
“However, research has demonstrated that teaching motor skills in conjunction with orthographic skills is the most effective approach (40) .”
BackgroundHighlights of Programmatic, Interdisciplinary Research on Writing
Berninger, V. W. (2009) · Learning Disabilities Research & Practice · doi:10.1111/j.1540-5826.2009.00281.x · Cited by 135 · see citing works
Self-citationInter-relationships among behavioral markers, genes, brain and treatment in dyslexia and dysgraphia
Berninger, V., & Richards, T. (2010) · Future Neurology · doi:10.2217/fnl.10.22 · Cited by 89 · see citing works
Self-citationBerninger, V. W., & O'Malley May, M. (2011) · Journal of Learning Disabilities · doi:10.1177/0022219410391189 · Cited by 86 · see citing works
Self-citation
- Authors
- Berninger, V. W., Rutberg, J. E., Abbott, R. D., Garcia, N., Anderson-Youngstrom, M., Brooks, A., & Fulton, C.
- Affiliations
- University of Washington (US)
- Corresponding author
- Berninger, Virginia W.
- Venue
- Journal of School Psychology
- Publisher
- Elsevier BV
- Published
- 2006-02
- Volume
- 44
- Issue
- 1
- Pages
- 3-30
- ISSN
- 0022-4405 (ISSN-L)
- OpenAlex
- W2004765035
- Cited by
- 166
- References
- 0
- Citations by year
- 2026: 3 · 2025: 6 · 2024: 8 · 2023: 1 · 2022: 9 · 2021: 9 · 2020: 9 · 2019: 5 · 2018: 10 · 2017: 10 · 2016: 15 · 2015: 11 · 2014: 12 · 2013: 7 · 2012: 11
- FWCI
- 29.35
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of School Psychology (publishedVersion)
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- handwriting instruction, early intervention, composition instruction, motor training, letter formation, automaticity, letter reversal, at-risk readers, word reading, school psychologists
About these checks
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.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
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