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    • Peng, Dan-ling, Li, Yan-ping, & Yang, Hui 1997). Orthographic processing in the Identification of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 85–108). Sha Tin, N. T., Hong Kong: The Chinese University Press.
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    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
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  • Graham, Ian. (1979). Corpus of Maya hieroglyphic inscriptions, Volume 3, Part 2: Yaxchilán. Cambridge, MA: Peabody Museum of Archaeology and Ethnology, Harvard University. Cited by5
    • Bricker, Victoria R. (2000a). Bilingualism in the Maya Codices and the Books of Chilam Balam [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 77–115.
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    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
    • Mora-Marín, David. (2016). A study in Mayan paleography: The history of T168/2M1a ʔAJAW ‘Lord, Ruler’ and the origin of the syllabogram T130/2S2 wa. Written Language & Literacy, 19(1), 35–74. https://doi.org/10.1075/wll.19.1.02mor
    • Wald, Robert F. (2000). Temporal deixis in Colonial Cliontal and Maya hieroglyphic narrative [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 123–153.
  • Graham, I., & Von Euw, E. (1977). Corpus of Maya hieroglyphic inscriptions, Volume 3, Part 1: Yaxchilán. Cambridge, MA: Peabody Museum of Archaeology and Ethnology, Harvard University. Cited by5
    • Bodel, John, & Houston, Stephen (Eds.). (2021). The hidden language of graphic signs: Cryptic writing and meaningful marks. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108886505
    • Bricker, Victoria R. (2000a). Bilingualism in the Maya Codices and the Books of Chilam Balam [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 77–115.
    • Lacadena, Alfonso (2000). Antipassive constructions in the Maya glyphic texts [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 155–180.
    • Macri, Martha J. (2000). Numeral classifiers and counted nouns in the classic Maya inscriptions [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 13–36.
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
  • Graham, Ian. (1982). Corpus of Maya hieroglyphic inscriptions, Volume 3, Part 3: Yaxchilán. Cambridge, MA: Peabody Museum of Archaeology and Ethnology, Harvard University. Cited by5
    • Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
    • Mora-Marín, David F. (2003). The origin of Mayan syllabograms and orthographic conventions. Written Language & Literacy, 6(2), 193–238.
    • Mora-Marín, David. (2010). Consonant deletion, obligatory synharmony, typical suffixing: An explanation of spelling practices in Mayan writing. Written Language & Literacy, 13(1), 118–179. https://doi.org/10.1075/wll.13.1.05mor
    • Mora-Marín, David. (2016). A study in Mayan paleography: The history of T168/2M1a ʔAJAW ‘Lord, Ruler’ and the origin of the syllabogram T130/2S2 wa. Written Language & Literacy, 19(1), 35–74. https://doi.org/10.1075/wll.19.1.02mor
    • Wald, Robert F. (2000). Temporal deixis in Colonial Cliontal and Maya hieroglyphic narrative [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 123–153.
  • Graham, S. (1990). The role of production factors in learning disabled students' compositions. Journal of Educational Psychology, 82, 781–791. Cited by7
    • Beers, Scott F., Quinlan, Thomas, & Harbaugh, Allen G. (2010). Adolescent students' reading during writing behaviors and relationships with text quality: An eyetracking study [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 743–775. https://doi.org/10.1007/s11145-009-9193-7
    • Bourdin, Béatrice, & Fayol, Michel. (2000). Is graphic activity cognitively costly? A developmental approach. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 183–196.
    • Graham, Steve, Harris, Karen R., Mason, Linda, Fink-Chorzempa, Barbara, Moran, Susan, & Saddler, Bruce. (2008). How do primary grade teachers teach handwriting? A national survey [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
    • Mäki, Hanna S., Voeten, Marinus J. M., Vauras, Marja M. S., & Poskiparta, Elisa H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 643–672.
    • Rosenblum, Sara, Weiss, Patrice L., & Parush, Shula. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading and Writing: An Interdisciplinary Journal, 17(5), 433–458.
    • Salas, Naymé, Llauradó, Anna, Castillo, Cristina, Taulé, Mariona, & Martí, M. Antònia. (2016). Linguistic correlates of text quality from childhood to adulthood. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 307–326). Cham: Springer.
    • Vander Hart, Nanho, Fitzpatrick, Paula, & Cortesa, Cathryn. (2010). In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms. Reading and Writing, 23(6), 673–699. https://doi.org/10.1007/s11145-009-9178-6
  • Graham, S. (1999). Handwriting and spelling instruction for students with learning disabilities: A review. Learning Disabilities Quarterly, 22, 78–96. Cited by10
    • Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
    • Cordewener, Kim A. H., Bosman, Anna M. T., & Verhoeven, Ludo. (2015). Implicit and explicit instruction: The case of spelling acquisition. Written Language & Literacy, 18(1), 121–152. https://doi.org/10.1075/wll.18.1.06cor
    • Graham, Steve, Harris, Karen R., Mason, Linda, Fink-Chorzempa, Barbara, Moran, Susan, & Saddler, Bruce. (2008). How do primary grade teachers teach handwriting? A national survey [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
    • Hilte, Maartje, Bos, Mieke, & Reitsma, Pieter. (2005). Effects of spelling pronunciations during spelling practice in Dutch [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 137–153.
    • Hudson, Roxanne F., Lane, Holly B., & Mercer, Cecil D. (2005). Writing prompts: The role of various priming conditions on the compositional fluency of developing writers. Reading and Writing, 18(6), 473–495. https://doi.org/10.1007/s11145-004-7042-2
    • Morphy, Paul, & Graham, Steve. (2012). Word processing programs and weaker writers/readers: A meta-analysis of research findings. Reading and Writing, 25(3), 641–678. https://doi.org/10.1007/s11145-010-9292-5
    • Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
    • Olinghouse, Natalie G., & Leaird, Jacqueline T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565. https://doi.org/10.1007/s11145-008-9124-z
    • Vander Hart, Nanho, Fitzpatrick, Paula, & Cortesa, Cathryn. (2010). In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms. Reading and Writing, 23(6), 673–699. https://doi.org/10.1007/s11145-009-9178-6
    • Yassin, Rana, Share, David L., & Shalhoub-Awwad, Yasmin. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11:2059. https://doi.org/10.3389/fpsyg.2020.02059
  • Graham, Steve. (2008). Research on writing development, practice, instruction, and assessment: Introduction to a special issue of reading and writing [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 1–2. https://doi.org/10.1007/s11145-007-9069-7
  • Graham, Steve. (2020). Reading and writing connections: A commentary. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 313–317). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_19
  • Graham, S., Berninger, V. W., Abbott, R. D., Abbott, S. P., & Whitaker, D. (1997). Role of mechanics in composing of elementary school students: A new methodological approach. Journal of Educational Psychology, 89, 170–182. https://doi.org/10.1037/0022-0663.89.1.170 Cited by16
    • Ahmed, Yusra, & Wagner, Richard K. (2020). A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM). In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 55–75). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_4
    • Alves, Rui A., Leal, José Paulo, & Limpo, Teresa. (2019). Using HandSpy to study writing in real time: A comparison between low- and high-quality texts in grade 2. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 30–49). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_004
    • Arfé, Barbara, & Pizzocaro, Eleonora. (2016). Sentence generation in children with and without problems of written expression. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 327–344). Cham: Springer.
    • Babayiğit, Selma, & Stainthorp, Rhona. (2010). Component processes of early reading, spelling, and narrative writing skills in Turkish: A longitudinal study. Reading and Writing, 23(5), 539–568. https://doi.org/10.1007/s11145-009-9173-y
    • Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
    • Grabowski, Joachim, Weinzierl, Christian, & Schmitt, Markus. (2010). Second and fourth graders’ copying ability: From graphical to linguistic processing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 39–53. https://doi.org/10.1111/j.1467-9817.2009.01431.x
    • Graham, Steve, Harris, Karen R., Mason, Linda, Fink-Chorzempa, Barbara, Moran, Susan, & Saddler, Bruce. (2008). How do primary grade teachers teach handwriting? A national survey [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
    • Hudson, Roxanne F., Lane, Holly B., & Mercer, Cecil D. (2005). Writing prompts: The role of various priming conditions on the compositional fluency of developing writers. Reading and Writing, 18(6), 473–495. https://doi.org/10.1007/s11145-004-7042-2
    • Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
    • Mäki, Hanna S., Voeten, Marinus J. M., Vauras, Marja M. S., & Poskiparta, Elisa H. (2001). Predicting writing skill development with word recognition and preschool readiness skills. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 643–672.
    • Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
    • Olinghouse, Natalie G., & Leaird, Jacqueline T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565. https://doi.org/10.1007/s11145-008-9124-z
    • Richards, Todd L., Berninger, Virginia W., Stock, Pat, Altemeier, Leah, Trivedi, Pamala, & Maravilla, Kenneth R. (2011). Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms. Reading and Writing, 24(5), 493–516. https://doi.org/10.1007/s11145-009-9217-3
    • Tong, Xiuhong, Mo, Jianhong, Shu, Hua, Zhang, Yuping, Chan, Shingfong, & McBride-Chang, Catherine. (2014). Understanding Chinese children's complex writing: Global ratings and lower-level mechanical errors. Writing Systems Research, 6(2), 215–229. https://doi.org/10.1080/17586801.2013.873707
    • Vander Hart, Nanho, Fitzpatrick, Paula, & Cortesa, Cathryn. (2010). In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms. Reading and Writing, 23(6), 673–699. https://doi.org/10.1007/s11145-009-9178-6
    • Wagner. Richard K., Puranik, Cynthia S., Foorman, Barbara, Foster, Elizabeth, Wilson, Laura Gehron, Tschinkel, Erika, & Kantor, Patricia Thatcher. (2011). Modeling the development of written language [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 203–220. https://doi.org/10.1007/s11145-010-9266-7
  • Graham, S., & Harris, K. R. (2000). The role of self-regulation and transcription skills in writing and writing development. Educational Psychologist, 35(1), 3–12. https://doi.org/10.1207/S15326985EP3501_2 Cited by11
    • Arfé, Barbara, & Pizzocaro, Eleonora. (2016). Sentence generation in children with and without problems of written expression. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 327–344). Cham: Springer.
    • Beaufort, Anne, & Iñesta, Anna. (2014). Author profiles: Awareness, competence, and skills. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 141–158). Berlin; Boston: De Gruyter Mouton.
    • Graham, Steve, Harris, Karen R., Mason, Linda, Fink-Chorzempa, Barbara, Moran, Susan, & Saddler, Bruce. (2008). How do primary grade teachers teach handwriting? A national survey [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
    • Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
    • Khoury-Metanis, Afnan, Asadi, Ibrahim A., & Khateb, Asaid. (2018). The contribution of basic linguistic skills to handwriting among fifth-grade Arabic-speaking children. Writing Systems Research, 10(2), 95–110. https://doi.org/10.1080/17586801.2018.1540375
    • Kim, Young-Suk Grace. (2020). Interactive dynamic literacy model: An integrative theoretical framework for reading-writing relations. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 11–34). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_2
    • Lambert, Eric, Kandel, Sonia, Fayol, Michel, & Espéret, Eric. (2008). The effect of the number of syllables on handwriting production. Reading and Writing, 21(9), 859–883. https://doi.org/10.1007/s11145-007-9095-5
    • Lindgren, Eva, Leijten, Mariëlle, & Van Waes, Luuk. (2011). Adapting to the reader during writing. Written Language & Literacy, 14(2), 188–223. https://doi.org/10.1075/wll.14.2.02lin
    • Mateos, Mar, Martín, Elena, Villalón, Ruth, & Luna, María. (2008). Reading and writing to learn in secondary education: Online processing activity and written products in summarizing and synthesizing tasks. Reading and Writing, 21(7), 675–697. https://doi.org/10.1007/s11145-007-9086-6
    • Olinghouse, Natalie G., & Leaird, Jacqueline T. (2009). The relationship between measures of vocabulary and narrative writing quality in second- and fourth-grade students. Reading and Writing, 22(5), 545–565. https://doi.org/10.1007/s11145-008-9124-z
    • Vilageliu, Olga Soler, Lasheras, Cristina Sotoca, Ramis, Yago, & Castellà, Judit. (2016). Development of literacy and notational knowledge: Prediction of literacy development difficulties through graphomotor measures in grade 1. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 77–92). Cham: Springer.
  • Graham, S., Harris, K. R., & Fink, B. (2000). Is handwriting causally related to learning to write? Treatment of handwriting problems in beginning writers. Journal of Educational Psychology, 92, 620–633. Cited by8
    • Graham, Steve, Harris, Karen R., Mason, Linda, Fink-Chorzempa, Barbara, Moran, Susan, & Saddler, Bruce. (2008). How do primary grade teachers teach handwriting? A national survey [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 49–69. https://doi.org/10.1007/s11145-007-9064-z
    • Lambert, Eric, Kandel, Sonia, Fayol, Michel, & Espéret, Eric. (2008). The effect of the number of syllables on handwriting production. Reading and Writing, 21(9), 859–883. https://doi.org/10.1007/s11145-007-9095-5
    • Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
    • Richards, Todd L., Berninger, Virginia W., Stock, Pat, Altemeier, Leah, Trivedi, Pamala, & Maravilla, Kenneth R. (2011). Differences between good and poor child writers on fMRI contrasts for writing newly taught and highly practiced letter forms. Reading and Writing, 24(5), 493–516. https://doi.org/10.1007/s11145-009-9217-3
    • Ritchey, Kristen D. (2008). The building blocks of writing: Learning to write letters and spell words [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 27–47. https://doi.org/10.1007/s11145-007-9063-0
    • Rosenblum, Sara, Weiss, Patrice L., & Parush, Shula. (2004). Handwriting evaluation for developmental dysgraphia: Process versus product. Reading and Writing: An Interdisciplinary Journal, 17(5), 433–458.
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Compiled and edited by Terry Joyce. © April, 2022