Insights About Translation from Neuropsychology, Self-Talk Strategies, and Interventions

Lara Jeane C. Costa, Rachel Kitson, Sean B. Knuth, Kylee M. Miller, Donna C. Yerby, Kathleen L. Anderson, Stephen R. Hooper

Research output: Chapter in Book/Report/Conference proceedingChapter


Through both theoretical accounts and empirical studies, it is widely understood that writing is a complex process (Lienemann, Graham, Leader-Janssen, & Reid, 2006); therefore, determining effective instructional strategies for teaching writing and implementing writing instruction are challenges for many teachers. Nonetheless, writing is an important skill that all children need to develop. It is the primary tool for expressing knowledge and one of the main response outputs that teachers use to assess their students’ educational performance (Graham & Harris, 2004). Because students use writing to collect and organize material, share and remember information and, ultimately, acquire and demonstrate knowledge, the academic development of students with writing difficulties is at risk (Graham & Harris, 2005).

Original languageEnglish (US)
Title of host publicationTranslation of Thought to Written Text While Composing
Subtitle of host publicationAdvancing Theory, Knowledge, Research Methods, Tools, and Applications
PublisherTaylor and Francis
Number of pages20
ISBN (Electronic)9781136496714
ISBN (Print)9781848729209
StatePublished - Jan 1 2012
Externally publishedYes

ASJC Scopus subject areas

  • Psychology(all)


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