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Relationships between language input and letter output modes in writing notes and summaries for students in grades 4 to 9 with persisting writing disabilities.

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第一作者： Robert,Thompson

第一单位： a Computer Science and Engineering , University of Washington , Seattle , Washington , USA.

作者： Robert,Thompson ^[1] ; Steven,Tanimoto ^[1] ; Robert,Abbott ^[2] ; Kathleen,Nielsen ^[3] ; Ruby Dawn,Lyman ^[3] ; Kira,Geselowitz ^[4] ; Katrien,Habermann ^[5] ; Terry,Mickail ^[2] ; Marshall,Raskind ^[6] ; Stephen,Peverly ^[7] ; William,Nagy ^[8] ; Virginia,Berninger ^[3]

作者单位： a Computer Science and Engineering , University of Washington , Seattle , Washington , USA. ^[1] b Quantitative Studies and Measurement , University of Washington , Seattle , Washington , USA. ^[2] c Learning Sciences and Human Development , University of Washington , Seattle , Washington , USA. ^[3] d Teacher Education , University of Washington , Seattle , Washington , USA. ^[4] e Department of Psychology , University of Washington , Seattle , Washington , USA. ^[5] f Educational Consulting, Bainbridge Island , Washington , USA. ^[6] g Department of Health and Behavioral Studies, Teachers College , Columbia University , New York , New York , USA. ^[7] h Seattle Pacific University , Education , Seattle , Washington , USA. ^[8]

关键词 handwriting idea units keyboarding listening to sources note-taking reading sources writing summaries