Learning to Write Effectively: Current Trends in European Research -- Copyright Page -- Contents -- List of Contributors -- Foreword: Writing as a Societal Question in Europe -- Introduction: Why We Need Writing Research -- References -- SECTION 1: WRITING DEVELOPMENT -- 1.00.01. Introduction: Writing Development -- 1.00.02. Early Development of Handwriting Motor Skills -- Acknowledgement -- References -- 1.00.03. Effects of Orthographic Consistency on Children's Spelling Development -- References -- 1.00.04. Acquisition of Spelling Skills with Regard to the Norwegian Language -- References -- 1.00.05. The Impact of Open and Closed Vowels on the Evolution of Pre-School Children's Writing -- References -- 1.00.06. Copying Ability in Primary School: A Working Memory Approach -- Method -- Results -- Discussion -- References -- 1.00.07. Acquisition of Linearization in Writing, from Grades 5 to 9 -- References -- 1.00.08. Construct-Relevant or Construct-Irrelevant Variance in Measures of Reading? -- References -- 1.00.09. Studying Written Language Development in Different Contexts, Languages and Writing Systems -- Acknowledgements -- References -- 1.00.10. The Impact of Oral Language Skills on Children's Production of Written Text -- Methods -- Analysis -- Findings -- Ongoing Research -- References -- 1.00.11. The Development of Written Language in Children with Language Impairment -- Methods -- Results and Discussion -- Acknowledgement -- References -- 1.00.12. Improving Anaphoric Cohesion in Deaf Students' Writing -- Participants -- Procedure -- Results -- Conclusions -- References -- SECTION 2: LEARNING AND TEACHING WRITING -- 2.00.01. Introduction: Teaching and Learning Writing -- Writing Instruction -- Writing Process -- Text Assessment -- Learner Variables -- Genre -- Reference -- Subsection 2.01: Writing Instruction.

2.01.01. Implementation of Self-Regulated Writing Strategies in Elementary Classes -- Initial Test of the Effectiveness of Teaching Self-Regulated Writing Strategies in Elementary Classes -- Teacher-Guided Implementation of Self-Regulated Writing Strategies in Elementary Classes -- Conclusion -- References -- 2.01.02. Evaluating Cognitive Self-Regulation Instruction for Developing Students' Writing Competence -- References -- 2.01.03. Are Help Levels Effective in Textual Revision? -- Acknowledgement -- References -- 2.01.04. A Spanish Research Line Focused on the Improvement of Writing Composition in Students With and Without LD -- Interventions in Students with LD -- Contextual Interventions with Regular Students -- Deliverables -- Acknowledgements -- References -- 2.01.05. Results of Writing Products After a Motivational Intervention Programme According to Students' Motivational Levels -- Method -- Results -- Discussion -- Acknowledgements -- References -- 2.01.06. Can Different Instructional Programmes Achieve Different Results on Students' Writing Attitudes and Writing Self-Efficacy? -- Method -- Results -- Discussion -- Acknowledgements -- References -- 2.01.07. Enhancing Writing Self-Efficacy Beliefs of Students With Learning Disabilities Improves Their Writing Processes and Writing Products -- Method -- Results -- Discussion -- Acknowledgements -- References -- 2.01.08. Comparative Studies of Strategy and Self-Regulated Interventions in Students With Learning Disabilities -- Study 1 -- Study 2 -- Acknowledgements -- References -- 2.01.09. Instructional and Developmental Online Approaches of Writing Composition in Students With and Without Learning Disabilities -- Method -- Discussion -- Acknowledgements -- References -- 2.01.10. Effective Characteristics of Intervention Programmes Focused on Writing and Agenda.

Key Characteristics of Efficacy Programmes in Writing -- Agenda for the Future in Research and Instruction in Writing -- Conclusions -- Acknowledgements -- References -- 2.01.11. Improving Struggling Writers via Digital Recordings -- References -- 2.01.12. Non-Fiction Writing in Lower Secondary School -- Method -- Preliminary Results -- Conclusion -- References -- 2.01.13. Observational Learning in Argumentative Writing -- Processes in Observational Learning -- Effects on Writing Processes -- Effects of Learners' Characteristics on the Effects of Instructions -- References -- 2.01.14. Hypertext Writing: Learning and Transfer Effects -- Method -- Results -- Conclusions -- Acknowledgement -- References -- 2.01.15. Effective Instructional Strategies in Collaborative Revision in EFL: Two Empirical Studies -- Methodology -- Results -- Conclusion -- References -- 2.01.16. Tutoring the End-of-Studies Dissertation: Helping Psychology Students Find Their Personal Voice When Revising Academic Texts -- Method -- Objectives -- The Course -- Guidance and Feedback -- Assessment -- Results -- References -- 2.01.17. Learning Philosophy by Writing in a Community of Learning -- References -- 2.01.18. Improving Students' Academic Writing: The Results of Two Empirical Projects -- References -- 2.01.19. Classroom Teaching of Writing Throughout Schooling -- References -- 2.01.20. Teaching Reading and Writing to Learn in Primary Education -- References -- 2.01.21. Effects of Being a Reader and Observing Readers on Argumentative Writing -- Methods -- Results and Discussion -- References -- 2.01.22. Writing and Text Genre Acquisition Among 4- to 8-Year-Old Icelandic Children -- References -- 2.01.23. Parental Intervention in Improving Children's Writing and Their Achievement -- Method -- Results -- Acknowledgements -- References.

2.01.24. Supporting Children in Improving Their Presentation of School Reports -- Method -- Results -- Conclusion -- References -- Subsection 2.02: Learners' Writing Processes -- 2.02.01. Explaining Knowledge Change Through Writing -- Method -- Preliminary Results -- Preliminary Conclusions -- References -- 2.02.02. Patterns of Meta-Cognitive Processing During Writing: Variation According to Reported Writing Profile -- Method -- Results and Conclusions -- References -- 2.02.03. Formulating Activities in L1 and L2 and Their Relation With Text Quality -- Method -- Some Results -- Discussion and Future Research -- References -- 2.02.04. Relationship Between Text Quality and Management of the Writing Processes -- References -- 2.02.05. Spanish Children's Use of Writing Strategies When Composing Texts in English as a Foreign Language -- Method -- Main Findings -- Conclusions -- References -- 2.02.06. The Effects of Dyslexia on the Writing Processes of Students in Higher Education -- Method -- Results -- Theoretical and Educational Implications -- References -- 2.02.07. Subcomponents of Writing Literacy: Diagnosis and Didactical Support -- References -- 2.02.08. What Expert Writers Do When They Don't Solve Problems? Literate Expertise Revisited -- References -- 2.02.09. Effects of Creative Writing on Students' Literary Response -- Method -- Results -- Preliminary Conclusions -- References -- 2.02.10. Writing Summaries and Syntheses to Learn in Secondary and Higher Education -- Method -- Results -- References -- Subsection 2.03: Text Assessment -- 2.03.01. CEFLING: Combining Second Language Acquisition and Testing Approaches to Writing -- 2.03.02. Designing and Assessing L2 Writing Tasks Across CEFR Proficiency Levels -- References -- 2.03.03. What Is 'Improvement' in L2 French Writing? -- References -- 2.03.04. DESI - Text Production -- Coding.

Competence Levels and Results -- References -- 2.03.05. Indicator Model of Students' Writing Skills (IMOSS) -- References -- 2.03.06. Assessment of Written Proficiency: Finnish-Speaking University Students Writing in Swedish -- References -- 2.03.07. Development of Written and Spoken Narratives and Expositories in Icelandic -- Method -- Results -- References -- Subsection 2.04: Learner and Teacher Variables -- 2.04.01. What Do Portuguese University Students Say About Their Writing in Exams? -- The study -- Results -- Discussion -- References -- 2.04.02. The Impact of Educational Experiences on Writing Processes and Products -- References -- 2.04.03. Taking and Using Notes and Learning Approach in University Students -- References -- 2.04.04. The Effect of Beliefs on Writing Synthesis from Multiple Texts -- References -- 2.04.05. The Dynamics of Writing Beliefs and Composing Strategies -- Acknowledgement -- References -- 2.04.06. Does the Quality of Teaching Determine Students' Achievement in Writing? -- Method -- Results -- Discussion and Conclusions -- Acknowledgements -- References -- 2.04.07. Perspective Taking: A Prerequisite of Communicative Writing -- Method -- Results -- Discussion -- References -- 2.04.08. Development of Fluency in First and Foreign Language Writing -- References -- 2.04.09. Writing Counter to Personal Opinion: Can Advanced Communication Students Set Aside Their Own Understanding of a Field? -- References -- 2.04.10. Peer Interaction in Students With/Without Learning Disabilities in Writing (LD, NLD and ADHD) -- Method -- Results -- Discussion -- Acknowledgements -- References -- Subsection 2.05: Genre in Educational Contexts -- 2.05.01. Academic Genres in French Humanities -- Aims of the Study -- Method -- The Influence of Disciplines -- The Influence of Levels of Study -- Conclusion -- References.

2.05.02. Comparing Genres of Academic Writing: Abstracts and Summaries.