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Cited by

• 2010Modeling the development of written language278 cited
• 2016Expanding the developmental models of writing: A direct and indirect effects model of developmental writing (DIEW).277 cited
• 2010Listening comprehension, oral expression, reading comprehension, and written expression: Related yet unique language systems in grades 1, 3, 5, and 7.256 cited
• 2011Examining the contribution of handwriting and spelling to written expression in kindergarten children219 cited
• 2011Componential skills of beginning writing: An exploratory study210 cited
• 2014Developmental relations between reading and writing at the word, sentence, and text levels: A latent change score analysis.188 cited
• 2012Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution161 cited
• 2013Writing fluency and quality in kindergarten and first grade: the role of attention, reading, transcription, and oral language153 cited
• 2008COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL151 cited
• 2014Evaluating the Dimensionality of First-Grade Written Composition141 cited
• 2014Kindergarten predictors of third grade writing141 cited
• 2014Addressing Learning Disabilities With UDL and Technology139 cited
• 2014Toward an understanding of dimensions, predictors, and the gender gap in written composition.