Vincent Connelly
Vincent Connelly
Zweryfikowany adres z brookes.ac.uk - Strona główna
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Cytowane przez
A comparison of keyboarded and handwritten compositions and the relationship with transcription speed
V Connelly, D Gee, E Walsh
British journal of educational psychology 77 (2), 479-492, 2007
Contribution of lower order skills to the written composition of college students with and without dyslexia
V Connelly, S Campbell, M MacLean, J Barnes
Developmental neuropsychology 29 (1), 175-196, 2006
The slow handwriting of undergraduate students constrains overall performance in exam essays
V Connelly*, JE Dockrell, J Barnett
Educational Psychology 25 (1), 99-107, 2005
Constraints in the production of written text in children with specific language impairments
JE Dockrell, G Lindsay, V Connelly, C Mackie
Exceptional children 73 (2), 147-164, 2007
The impact of specific language impairment on adolescents' written text
JE Dockrell, G Lindsay, V Connelly
Exceptional children 75 (4), 427-446, 2009
Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution
E Sumner, V Connelly, AL Barnett
Reading and writing 26 (6), 991-1008, 2013
Student teaching and teacher attrition in special education
V Connelly, S Graham
Teacher Education and Special Education 32 (3), 257-269, 2009
Predicting the quality of composition and written language bursts from oral language, spelling, and handwriting skills in children with and without specific language impairment
V Connelly, JE Dockrell, K Walter, S Critten
Written Communication 29 (3), 278-302, 2012
The effect of phonics instruction on the reading comprehension of beginning readers
V Connelly, R Johnston, GB Thompson
Reading and Writing 14, 423-457, 2001
The influence of spelling ability on handwriting production: Children with and without dyslexia.
E Sumner, V Connelly, AL Barnett
Journal of Experimental Psychology: Learning, Memory, and Cognition 40 (5), 1441, 2014
Examining the transcription-writing link: Effects of handwriting fluency and spelling accuracy on writing performance via planning and translating in middle grades
T Limpo, RA Alves, V Connelly
Learning and individual differences 53, 26-36, 2017
The role of oral language in underpinning the text generation difficulties in children with specific language impairment
JE Dockrell, V Connelly
Journal of Research in Reading 38 (1), 18-34, 2015
The influence of spelling ability on vocabulary choices when writing for children with dyslexia
E Sumner, V Connelly, AL Barnett
Journal of learning disabilities 49 (3), 293-304, 2016
Assessing children's writing products: The role of curriculum based measures
JE Dockrell, V Connelly, K Walter, S Critten
British Educational Research Journal 41 (4), 575-595, 2015
The impact of oral language skills on the production of written text
JE Dockrell, V Connelly
British Journal of Educational Psychology 2 (6), 45-62, 2009
Inflectional and derivational morphological spelling abilities of children with Specific Language Impairment
S Critten, V Connelly, JE Dockrell, K Walter
Frontiers in Psychology 5, 948, 2014
The influence of handwriting fluency on writing quality in later primary and early secondary education
V Connelly, G Hurst
Handwriting Today 2, 5-57, 2001
The role of letter knowledge and phonological awareness in young braille readers
F Barlow–Brown, V Connelly
Journal of Research in Reading 25 (3), 259-270, 2002
Contemporary perspectives on reading and spelling
CP Wood, V Connelly
Routledge, 2009
The nature of skilled adult reading varies with type of instruction in childhood
GB Thompson, V Connelly, CM Fletcher-Flinn, SJ Hodson
Memory & Cognition 37, 223-234, 2009
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