Publicações

Publications

Limpo, T., & Alves, R. A. (submitted). Tailoring multi-component writing interventions: The effects of coupling self-regulation and transcription training. Manuscript submitted for publication.

Camacho, A., & Alves, R. A. (submitted). Fostering parental involvement in writing: Development and testing of the program Cultivating Writing. Manuscript submitted for publication.

Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. A., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language and writing performance. Journal of Educational Psychology, 108. doi: 10.1037/edu000089

Alves, R. A., & Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific Studies of Reading, 19, 374-391. doi: 10.1080/10888438.2015.1059838

Alves, R. A., & Limpo, T. (2015). Fostering the capabilities that build writing achievement. In P. McCardle & C. Connor, Reading intervention: Research to practice to research (pp. 209-220). Baltimore, MD: Brookes Publishing.

Alves, R. A., Limpo, T., & Leal, J. P. (in press). HandSpy: A new tool to study handwriting in real time. In E. Lindgren & K. P. H. Sullivan, Observing writing: Insights from keystroke logging. Leiden: Brill Editions.

Limpo, T., & Alves, R. A. (2014). The role of transcription in establishing bursts of written language. Handwriting Today, 13, 8-14.

Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students' response to a SRSD intervention. British Journal of Educational Psychology, 84, 571-590. doi:10.1111/bjep.12042

Limpo, T., Alves, R. A., & Fidalgo, R. (2014). Children’s high-level writing skills: Development of planning and revising and their contribution to writing quality. British Journal of Educational Psychology, 84, 177-193. doi:10.1111/bjep.12020

Monteiro, C., & Leal, J. P. (2013) Managing experiments on cognitive processes in writing with Handspy. ComSIS, 10, 1747-1773. doi: 10.2298/CSIS121130061M

Limpo, T., & Alves, R. A. (2013). Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition. Contemporary Educational Psychology, 38, 328-341. doi: 10.1016/j.cedpsych.2013.07.004

Limpo, T., & Alves, R. A. (2013). Modeling writing development: The contribution of transcription and self-regulation to Portuguese students’ text generation. Journal of Educational Psychology, 105, 401-413. doi: 10.1037/a0031391

Limpo, T. & Alves, R. A. (2013). Eu sou escritor: Um programa para promover a autorregulação da escrita [I am a writer: An instructional program to promote self-regulation in writing]. In L. A. Pereira & I. Cardoso, Reflexão sobre a escrita. O ensino de diferentes géneros de textos (pp. 107-120). Aveiro: Universidade de Aveiro.

Monteiro, C. & Leal, J. P. (2012). HandSpy: A system to manage experiments on cognitive processes in writing. In A. Simões, D. da Cruz, & R. Queirós (Eds.), SLATE'12 Symposium on Languages, Applications and Technologies (pp. 123-132): OASIcs. doi: 10.4230/OASIcs.SLATE.2012.i

Alves, R. A., Branco, M., Castro, & Olive, T. (2012). Effects of handwriting skill, output modes and gender of fourth graders on pauses, written language bursts, fluency and quality. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to Cognitive Psychology (pp. 389-402). New York: Psychology Press.

Talks/Posters

Alves, R. A., Limpo, T., Carvalhais, L., Castro, S. L., Pereira, L. A., & Fidalgo, R. (2014, August). Effects of handwriting and spelling interventions on the writing process and product of second graders. In Y.-S. Kim (Chair), Models of writing, discourse knowledge and intervention in writing development for elementary-grade children. Symposium conducted at the 14th International Conference of the EARLI SIG Writing, Amsterdam.

Limpo, T., & Alves, R. A. (2014, August). Examining strategy-instruction interventions: Their effects on writing performance and the role of students’ implicit theories. Paper presented at the 14th International Conference of the EARLI SIG Writing, Amsterdam.

Limpo, T. L., Leal, J. P., & Alves, R. A. (2014, August). HandSpy: A new web tool to study writing in real time.Poster presented at the Research School on Writing Research that preceded the 14th International Conference of the EARLI SIG Writing, Amsterdam.

Calil, E., & Alves, R. A. (2014, August) Ramos system: A capturing system of writing in real time and space of the classroom.Poster presented at the 14th International Conference of the EARLI SIG Writing, Amsterdam.

Valdivia, C., Fidalgo, R., Alves, R. A., & Limpo, T. (2014, August). Transcription vs. self-regulation to increase written composition. Poster presented at the 14th International Conference of the EARLI SIG Writing, Amsterdam.

Alves, R. A. (2014, June). Fostering the capabilities that build writing achievement. Paper presented at the 14^th Extraordinary Brain Symposium, Horta.

Limpo, T., & Alves, R. A. (2014, July). Promoting second graders' writing self-regulation skills in tandem with transcription. In T. Limpo (Chair), Assessing and promoting the development of writing skills in primary grades. Invited symposium to be conducted at the 18th International Conference of the Junior Researchers of EARLI, Nicosia.

Alves, R. A. (2014, May). HandSpy: A new tool to study handwriting. Paper presented at the APCPP symposium, Brno.

Camacho, A. & Alves, R. (2014, April). Promover o envolvimento parental na escrita: Desenvolvimento e teste de um programa de intervenção para pais [Fostering parent involvement in writing: Development and empirical test of an intervention program]. Poster presented at the 9º Encontro Nacional da Associação Portuguesa de Psicologia Experimental, Covilhã.

Alves, R. A. & Limpo, T. (2014, February). Handwriting intervention increases burst size in second graders. In V. Connelly (Chair), Linking product with process. Results from the use of digital pen tracking and keystroke logging studies to illustrate how process and product interact. Symposium conducted at the Writing Research Across Borders III, Paris.

Limpo, T. & Alves, R. A. (2014, February). Implicit theories of writing predict response to writing instruction. Paper presented at the Writing Research Across Borders III, Paris.

Calil, E., Leite, G., Alves, R. A., Albuquerque, J., Bittencourt, I., & Silva, A. (2014, February). Ramos system: Evaluation of two devices from capturing real time multimodal writing in the classroom. Poster presented at the Writing Research Across Borders III, Paris.

Fidalgo, R., Valdivia, C., Alves, R. A., Alves, R. A., & Limpo, T. (2014, February). Instruction focused on high vs. low cognitive level processes of writing for improving writing skill. Poster presented at the Writing Research Across Borders III, Paris.

Camacho, A. & Alves, R. (2014, February). Fostering parent involvement in writing: Development and empirical test of an intervention program. Paper presented at the VII Encontro de Investigação Jovem da Universidade do Porto, Porto.

Carvalho, J. R., Limpo, T., & Alves, R. A. (2013, September). Intervenção na fluência manuscrita promove a expressão de cognições na composição de textos narrativos [Handwriting interventions promote the expression of cognitions in narrative writing]. Paper presented at the XII Congresso Internacional Galego-Português de Psicopedagogia, Braga.

Alves, R. A. & Limpo, T. (2013, August). Development of Portuguese students’ transcription skills and their impact on text production. In B. Arfé, B. & R. A. Alves (Chairs), Weight of language specific factors in writing development. Invited symposium conducted at the 15th Biennial EARLI Conference for Research on Learning and Instruction, Munich.

Limpo, T. & Alves, R. A. (2013, August). Promoting planning or sentence-combining skills: Effective interventions at different textual levels. Paper presented at the 15th Biennial EARLI Conference for Research on Learning and Instruction, Munich.

Valdivia, C., Fidalgo, R., & Limpo, T. (2013, August). The role of transcription and self-regulation in development of writing skills in Spanish. In B. Arfé, B. & R. A. Alves (Chairs), Weight of language specific factors in writing development. Invited symposium conducted at the 15th Biennial EARLI Conference for Research on Learning and Instruction, Munich.

Alves, R. A. (2013, July). Promoção das competências de trasncrição no 1º ciclo do ensino básico [Promotion of transcription skills in primary education]. Paper presented at the V Encontro Internacional de Reflexão Sobre a Escrita, Aveiro.

Alves, R. A., Limpo, T., & Álvares Pereira, L. (2013, July). A produção de textos narrativos e de opinião do 2º ao 7º ano de escolaridade [Production of narrative texts and opinion essays from Grade 2 to 7]. Poster presented at the V Encontro Internacional de Reflexão Sobre a Escrita, Aveiro.

Alves, R. A., Limpo, T., Carvalhais, L., Álvares Pereira, L., & Fidalgo, R. (2013, July). Dois programas para promover a fluência manuscrita e a ortografia no início da escolaridade [Writing programs to promote handwriting fluency and spelling in primary grades]. Poster presented at the V Encontro Internacional de Reflexão Sobre a Escrita, Aveiro.

Carvalhais, L. (2013, July). Promover o conhecimento ortográfico no 1º ciclo do ensino básico [Promoting orthographic knowledge in primary grades]. Workshop conducted at the V Encontro Internacional de Reflexão Sobre a Escrita, Aveiro.

Limpo, T. (2013, July). Promover o planeamento de textos no 2º ciclo do ensino básico [Promoting opinion essay planning in middle grades]. Workshop conducted at the V Encontro Internacional de Reflexão Sobre a Escrita, Aveiro.

Alves, R. A. & Limpo, T. (2013, July). Bursts of written language production across schooling. Paper presented at the 20th Annual Meeting of the Society for the Scientific Study of Reading, Hong Kong.

Limpo, T. & Alves, R. A. (2013, June). O poder das crenças dos alunos: Como as teorias implícitas da escrita afectam os efeitos duma intervenção na escrita [The power of students beliefs: Implicit theories of writing influence writing intervention effects]. Paper presented at the 1º Congresso Internacional de Psicologia, Educação e Cultura, Vila Nova de Gaia.

Alves, R. A. & Limpo, T. (2013, June). Indicadores temporais do progresso na produção de textos do 2º ao 7º ano de escolaridade [Online indicators of text production development from Grade 2 to 7]. Paper presented at the VIII Simpósio Nacional de Investigação em Psicologia, Aveiro.

Limpo, T. & Alves, R. A. (2013, June). Promover a escrita de textos de opinião: Ensino de estratégias de planeamento vs. combinação de frases [Promoting opinion essay writing: Teaching of planning vs. sentence-combining strategies]. Paper presented at the VIII Simpósio Nacional de Investigação em Psicologia, Aveiro.

Limpo, T. & Alves, R. A. (2013, February). Planning and sentence-combining instruction: Promoting fifth and sixth graders’ writing at different textual levels. Poster presented at the 3rd EERA-EARLI Spring School on Advanced Methods in Educational Research, Dortmund.

Alves, R. A. (2012, December). O HandSpy e o estudo da escrita em tempo real [Handspy: The study of writing in real time]. In E. Calil (Chair), II Jornada de Estudos do Manuscrito Escolar – JorME. Symposium conducted at the Universidade Federal de Alagoas, Macieó, Brasil.

Jesus, I., Limpo, T., & Alves, R. A. (2012, September). Effects of grade and transcription skill on children’s writing process and product. In R. Fidalgo & M. Torrance (Chairs), Text comprehension and composition in students with learning disabilities. Symposium conducted at the 21st Annual World Congress on Learning Disabilities, Oviedo.

Limpo, T., & Alves, R. A. (2012, July). Modeling written composition in Grades 4-9: The contribution of transcription and self-regulation to text generation. Paper presented at the 13th International Conference of the EARLI SIG Writing, Porto.

Berninger, V. W., Fayol, M., Hayes, J., Rijlaarsdam G., & Alves, R. A. (2012, July).  Contribution of Silent Orthography to the Cognitive <--> Linguistic Translation Process. In M. Fayol and V. W. Berninger (Chairs), Multiple Levels and Temporal Dimensions of Cognitive <--> Linguistic Translation Processes across Development. Symposium conducted at the 13th International Conference of the EARLI SIG Writing, Porto.

Alves, R. A., Limpo, T., Leal, J. P., Monteiro, C., Jesus, I., & Dias, M. (2012, July). HandSpy: A new web tool to study writing in real-time. Workshop presented at the 13th International Conference of the EARLI SIG Writing, Porto.

Monteiro, C., & Leal, J. P. (2012, June). HandSpy: A system to manage experiments on cognitive processes in writing. Paper presented at the SLATE'12 Symposium on Languages, Applications and Technologies, Braga.

Limpo, T. & Alves, R. A. (2012, June). A contribuição da transcrição e da autorregulação para a qualidade da geração de texto ao longo do ensino básico [The contribution of transcription and self-regulation to text generation quality in Grades 4-9]. Paper presented at the 12th Colóquio Internacional em Psicologia e Educação, Lisboa.

Jesus, I. & Alves, R. A. (2012, March). A influência da automatização da transcrição na fluência e na qualidade dos textos [Influence of transcription automatization in writing fluency and quality]. Poster presented at the 7th Encontro Nacional da Associação Portuguesa de Psicologia Experimental (APPE), Lisboa.

Alves, R. A. & Jesus, I (2011, August). Bursts of written language production increase across the initial years of schooling. Paper presented at the 13^th International Conference of the European Association for Research on Learning and Instruction, Exeter.

Organization of seminars and conferences

June 2014 – Closing conference of the DAAR project “O Abecedaario da Escrita”.

May 2014 – Seminar “Writing, emotions, and working memory” presented by Thierry Olive (CNRS & University of Poitiers).

November 2013 – Seminar “Processo de escritura a dois e a rasura oral: O que comentam alunas recém-alfabetizadas enquanto escrevem histórias inventadas” presented by Eduardo Calil (Federal University of Alagoas).

November 2012 – Workshop “Mastering HandSpy II” organized during the visit of Raquel Fidalgo (University of León).

July 2012 – 13th International Conference of the EARLI SIG Writing.

May 2012 – Seminar “Writing: The process of discovery” presented by David Galbraith (Southampton University).

February 2012 – Workshop “Mastering HandSpy I” organized during the visit of Olga Soler (Autonomous University of Barcelona).

June 2011 – Seminário “Challenged by writing: Text generation in children with specific language impairment” presented by Vincent Connelly (Oxford Brookes University).

PhD theses

Teresa Limpo (2014). Paving the way for better writers: The role of self-regulation in shaping writing development. (Unpublished doctoral dissertation). University of Porto, FPCEUP.

Carolayn Valdivia (suspended). Estudio de los procesos de autorregulación y transcripción en la mejora de la competencia escrita: Análisis de pausas y ejecuciones realizadas en la escritura a través del software herramienta HandSpy. University of León.

Ilda Jesus (suspended). Posso escrever melhor? Desenvolvimento de competências de escrita em crianças do ensino básico. University of Porto, FPCEUP.

Master theses

Patrícia Santos (on going). Gestão de experiências sobre processos cognitivos da escrita integrando dados de diferentes dispositivos [Management of experiments about writing cognitive processes integrating data from different sources]. University of Porto, FCUP.

Naiana Bezerra (2015). Desenvolvimento da escrita do 2º ao 9º ano de escolaridade em estudantes sem e com perturbações da comunicação e da aprendizagem [Writing development from Grades 2 to 9 in children with and without communication and learning disabilities]. University of Porto, FCPEUP and FMUP.

Ana Camacho (2014). Promover o envolvimento parental na escrita: Desenvolvimento e teste de um programa de intervenção para pais [Fostering parent involvement in writing: Development and empirical test of an intervention program] (Unpublished master’s thesis). University of Porto, FCPEUP.

Hugo Sousa (2013). HandSpy: Melhoramentos a um sistema de gestão de experiências sobre processos cognitivos da escrita [Improvements in a system to manage experiments on cognitive writing processes] (Unpublished master’s thesis).University of Porto, FCUP.

Sara Costa (2012). Adaptação e teste de uma base lexical de palavras emocionais para o português europeu (EMOTAIX.PT) [Adaptation and test of an emotional lexical database for the Portuguese language (EMOTAIX.PT)] (Unpublished master’s thesis). University of Porto, FCPEUP.

Carlos Monteiro (2012). HandSpy: managing experiments on writing studies(Unpublished master’s thesis). University of Porto, FCUP.

Ilda Jesus (2011). Automatização da transcrição e a sua relação com a fluência e a qualidade dos textos no primeiro ciclo do ensino básico [Transcription automatization and its relation with writing fluency and quality in primary education] (Unpublished master’s thesis). University of Porto, FCPEUP.

Software development

HandSpy (Version 2.0) [Computer software to measure and analyze writing processes]. Porto: University of Porto.  

Teachers' courses

Alves, R. A., & Limpo, T. (2014). O Abecedaario da escrita. Accredited by CCPFC (25h; CCPFC/ACC-1399998809).

Limpo, T., Carvalhais, L., & Alves, R. A. (2013). Promoção de competências básicas para a escrita de textos. Accredited by CCPFC (27h; CCPFC/ACC-75223/13).

Limpo, T., & Alves, R. A. (2013). Práticas eficazes no ensino da escrita. Accredited by CCPFC (30h; CCPFC/ACC-73416/13).

Limpo, T., & Alves, R. A. (2011). Estratégias para a promoção da composição escrita no 2º ciclo. Accredited by CCPFC 30h; CCPFC/ACC-68427/11).

Writing intervention materials

Clube dos Escritores: Escrevo depressa e bem! (2º ano) – Instructional manual and activities booklet. Porto: University of Porto.

Clube dos Escritores: Escrevo sem erros! (2º ano) – Instructional manual and activities booklet. Porto: University of Porto.

Clube dos Escritores: Faço um plano e escrevo! (2º ano) – Instructional manual and activities booklet. Porto: University of Porto.

Clube dos Escritores: Escrevo depressa e sem erros! (2º ano) – Instructional manual and activities booklet. Porto: University of Porto.

Reports 

Alves, R. A., & Limpo, T. (2014). Manual de avaliação da produção de texto ao nível do discurso, frase e palavra.

Alves, R. A., & Limpo, T. (2013). HandSpy 2.0 user's guide: How to collect and analyse data.

Alves, R. A., & Limpo, T. (2012). Estudo normativo da produção textual do 2º ao 7º ano de escolaridade.