Liste de références

Voici quelques-unes des études qui nous inspirent et qui influencent ABC boum +.

ACKAY, N., MCCLUSKEY, A. et MAYES, R. (2010).
The log Handwriting Program Improved Children’s Writing Legibility: A Pretest-Posttest Study.
AJOT, 64(1), 30-36.
Afonso, O., & Álvarez, C. J. (2011).
Phonological effects in handwriting production: Evidence from the implicit priming paradigm.
Journal of Experimental Psychology: Learning, Memory, and Cognition, 37(6), 1474
Afonso, O., Suárez-Coalla, P., González-Martín, N., & Cuetos, F. (2017).
The impact of word frequency on peripheral processes during handwriting: A matter of age.
The Quarterly Journal of Experimental Psychology, 1-9.
Bara, F., & Bonneton-Botté, N. (2018).
Learning letters with the whole body: Visuomotor Versus Visual Teaching in Kindergarten.
Perceptual and motor skills, 125(1), 190-207.
Bara, F. et Gentaz, E. (2010).
Apprendre à tracer les lettres: Une revue critique.
Psychologie Française, 55(2), 129-144.
Bara, F. et Gentaz, E. (2011).
Haptics in teaching handwriting: The role of perceptual and visuo-motor skills.
Human Movement Science, 30(4), 745-759.
Berninger, V. W., Rutberg, J. E., Abbott, R. D., Garcia, N., Anderson-Youngstrom, M., Brooks, A. et al. (2006).
Tier 1 and tier 2 early intervention for handwriting and composing.
Journal of School Psychology, 44(1), 3-30.
BERNINGER, V. W., Vaughan, K. B., Abbott, R. D., Abbott, S. P., Rogan, L. W., Brooks, A. et al. (1997).
Treatment of handwriting problems in beginning writers: Transfer from handwriting to composition.
Journal of educational psychology, 89(4), 652-66.
Case-Smith, J., Holland T., Lane, A. et White S. (2012).
Effect of a Coteaching Handwriting Program for First Graders: One-Group Pretest–Posttest Design.
AJOT, 66(4), 396-405.
Chartrel, E. et Vinter, A. (2008).
The impact of spatio-temporal constraints on cursive letter handwriting in children.
Learning and Instruction, 18(6), 537-547.
CHRISTENSEN, C. A. (2005).
The Role of Orthographic-motor Integration in the Production of Creative and Well-structured Written Text for Students in Secondary school.
Educational Psychology, 25(5), 441-453.
Donica, D. K., Goins, A., & Wagner, L. (2013).
Effectiveness of handwriting readiness programs on postural control, hand control, and letter and number formation in Head Start classrooms.
Journal of Occupational Therapy, Schools, & Early Intervention, 6(2), 81-93.
Engel, C., Lillie, K., Zurawski, S., & Travers, B. G. (2018).
Curriculum-based handwriting programs: A systematic review with effect sizes.
American Journal of Occupational Therapy, 72, 7203205010.
Gonzalez, C., Anderson, J., Culmer, P., Burke, M.R. et Wilkie, R.M. (2011).
Is tracing or copying better when learning to reproduce a pattern?
Exp Brain Res, 208, 459–465.
Graham, S., McKeown, D., Kiuhara, S. et Harris, K. R. (2012).
A Meta-Analysis of Writing Instruction for Students in the Elementary Grades.
Journal of Educational Psychology, 104(4), 879–896.
Teaching elementary school students to be effective writers: A practice guide.
NCEE 2012-4058. What Works Clearinghouse.
GRAHAM, S., HARRIS, K. R. ET FINK, B. (2000).
Is handwriting causally related to learning to write? treatment of handwriting problems in beginning writers.
Journal of educational psychology, 92(4), 620-33.
Kaiser, M., Albaret, J. et Doudin, P. (2011).
Efficacy of an explicit handwriting program.
Perceptual and motor skills, 112(2), 610-618.
Kandel, S., Peereman, R. et Ghimenton, A. (2013).
Further evidence for the interaction of central and peripheral processes: The impact of double letters in writing english words.
Frontiers in psychology, 4
Kandel, S., Peereman, R., Ghimenton, A., & Perret, C. (2019).
Letter coding affects movement production in word writing: an English–Italian cross-linguistic study.
Reading and Writing, 32(1), 95-114.
Kandel, S., Peereman, R., Grosjacques, G., & Fayol, M. (2011).
For a psycholinguistic model of handwriting production: Testing the syllable-bigram controversy.
Journal of Experimental Psychology: Human Perception and Performance, 37(4), 1310.
Kandel, S., Alvarez, C. J. et Vallée, N. (2006).
Syllables as processing units in handwriting production.
Journal of experimental psychology: Human perception and performance, 32(1), 18-31.
Kandel, S., Hérault, L., Grosjacques, G., Lambert, E. et Fayol, M. (2009).
Orthographic vs. phonologic syllables in handwriting production.
Cognition, 110(3), 440-444.
The impact of developmental dyslexia and dysgraphia on movement production during word writing.
Cognitive Neuropsychology, 34:3-4, 219-251, DOI: 10.1080/02643294.2017.1389706.
Kandel, S. et Perret, C. (2015).
How do movements to produce letters become automatic during writing acquisition ? Investigating the development of motor anticipation.
International Journal of Behavioral development, 39(2), 113-120.
Lambert, E., & Quémart, P. (2019).
Introduction to the special issue on the dynamics of written word production: methods, models and processing units.
Reading and Writing, 32(1), 1-12.
Lambert, E., Sausset, S., & Rigalleau, F. (2015).
The ortho-syllable as a processing unit in handwriting: The mute e effect.
Reading and Writing, 28(5), 683-698.
Lorah, E.R. et Parnell, A. (2014).
The Acquisition of Letter Writing using a Portable Multi-Media Player in Young Children with Developmental Disabilities.
J Dev Phys Disabil, 26, 655-666.
Malpique, A. A., Pino-Pasternak, D., & Valcan, D. (2017).
Handwriting automaticity and writing instruction in Australian kindergarten: an exploratory study.
Reading and Writing, 30(8), 1789-1812.
Quémart, P., & Lambert, E. (2019).
The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children.
Reading and Writing, 32(1), 175-195.
RATZON, N. Z., EFRAIM, D. ET BART, O. (2007).
A short-term graphomotor program for improving writing readiness skills of first-grade students.
AJOT, 61(4), 399-405.
ROBERTS, G.I., SIEVER, J.E., MAIR, J.A. (2006).
Effect of kinaesthetic Cursive Handwriting Intervention for Grade 4-6 Students.
AJOT, 64(5), 745-755.
Santangelo, T. et Graham, S. (2016).
A comprehensive meta-analysis of handwriting instruction.
Educational Psychology Review, 28(2), 225-265.
Schneck, C., Shasby, S., Myers, C. et DePoy Smith, M. (2012).
Handwriting Without Tears versus Teacher-Designed Handwriting Instruction in First Grade Classrooms.
Journal of Occupational Therapy, Schools, & Early Intervention, 5, 31–42.
Shaw, D.M. (2011).
The effect of two handwriting approaches, D’Nealian and Sunform, on kindergartners’ letter formations.
Early Childhood Education Journal, 39(2), 125-132.
Shimel, K., Candler, C. et Neville-Smith, M. (2009).
Comparison of Cursive Handwriting Instruction Programs Among Students Without Identified Problems.
Physical & Occupational Therapy in Pediatrics, 29(2), 172-183.
THIBON, L. S., GERBER, S., et KANDEL, S. (2018).
The elaboration of motor programs for the automation of letter production.
Acta psychologica
Vilageliu, O.S. et Kandel, S. (2012).
A longitudinal study of handwriting skills in pre-schoolers: the acquisition of syllable oriented programming strategies.
Reading and Writing, 25, 151-162.
Vinter, A. et Chartrel, E. (2008).
The impact of spatio-temporal constraints on cursive letter handwriting in children.
Learning and Instruction, 18, 537-547.
Wanzek, J., Gatlin, B., Al Otaiba, S., & Kim, Y. S. G. (2017).
The impact of transcription writing interventions for first-grade students.
Reading & Writing Quarterly, 33(5), 484-499.
Waterman, A. H., Havelka, J., Culmer, P. R., Hill, L. B., & Mon-Williams, M. (2015).
The ontogeny of visual-motor memory and its importance in handwriting and reading: a developing construct.
Proceedings. Biological
Wolf, B., Abbott, R. D., & Berninger, V. W. (2017).
Effective beginning handwriting instruction: multi-modal, consistent format for 2 years, and linked to spelling and composing.
Reading and writing, 30(2), 299-317.
Zwicker, J. G. et Hadwin, A. F. (2009).
Cognitive versus multisensory approaches to handwriting intervention: A randomized controlled trial.
OTJR: Occupation, Participation and Health, 29(1), 40-48.