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Table of Contents
Chapter 1. Development, teaching and learning of writing: from word to text
Part I. Spelling, vocabulary and grammar in written texts
Chapter 2. Learning to spell in Brazilian Portuguese: childrens patterns of spelling errors and unconventional word segmentation
Chapter 3. Grammar as a resource for developing metalinguistic understanding about writing
Chapter 4. The role of grammar and vocabulary for writing instruction in school
Part II. The composition processes of writing texts
Chapter 5. Who is going to read the story that I have written? The role of the audience in textual revision made by children
Chapter 6. The effect of low-level writing process on written narrative textual competence in kindergarten and primary school children
Chapter 7. Grammatical choices and narrative quality in the collaborative writing of primary school students
Chapter 8. The development of rhetorical preferences in the analytical writing of Spanish students from elementary to higher education
Part III. Difficulties in acquiring and developing writing skills
Chapter 9. Morphological analysis and its impact on written language development in children with and without language disorders
Chapter 10. Difficulties in acquiring and developing writing skills
Part IV. Writing practices in different social environments
Chapter 11. Nurturing writing of narrative and expository texts at the preschool level
Chapter 12. Writing technique or writing culture? Representations of writing among children and teachers at high achievement schools in Chile
Chapter 13. Rewriting the book: new literacy practices and their implications for teaching and evaluating writing
Part V. Teaching and learning writing in the classroom
Chapter 14. Teaching writing through discourse genres
Chapter 15. Teaching of argumentative writing in Romance languages: a meta-analysis
Chapter 16. The Chilean National Writing Plan: rationale, actions and preliminary results
Chapter 17. Effects of research-based teacher training on writing instruction practices
Chapter 18. Writing to understand and being understood: basic design principles for writing instruction
Index.
Part I. Spelling, vocabulary and grammar in written texts
Chapter 2. Learning to spell in Brazilian Portuguese: childrens patterns of spelling errors and unconventional word segmentation
Chapter 3. Grammar as a resource for developing metalinguistic understanding about writing
Chapter 4. The role of grammar and vocabulary for writing instruction in school
Part II. The composition processes of writing texts
Chapter 5. Who is going to read the story that I have written? The role of the audience in textual revision made by children
Chapter 6. The effect of low-level writing process on written narrative textual competence in kindergarten and primary school children
Chapter 7. Grammatical choices and narrative quality in the collaborative writing of primary school students
Chapter 8. The development of rhetorical preferences in the analytical writing of Spanish students from elementary to higher education
Part III. Difficulties in acquiring and developing writing skills
Chapter 9. Morphological analysis and its impact on written language development in children with and without language disorders
Chapter 10. Difficulties in acquiring and developing writing skills
Part IV. Writing practices in different social environments
Chapter 11. Nurturing writing of narrative and expository texts at the preschool level
Chapter 12. Writing technique or writing culture? Representations of writing among children and teachers at high achievement schools in Chile
Chapter 13. Rewriting the book: new literacy practices and their implications for teaching and evaluating writing
Part V. Teaching and learning writing in the classroom
Chapter 14. Teaching writing through discourse genres
Chapter 15. Teaching of argumentative writing in Romance languages: a meta-analysis
Chapter 16. The Chilean National Writing Plan: rationale, actions and preliminary results
Chapter 17. Effects of research-based teacher training on writing instruction practices
Chapter 18. Writing to understand and being understood: basic design principles for writing instruction
Index.