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Teresa Limpo
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Modeling writing development: Contribution of transcription and self-regulation to Portuguese students' text generation quality.
T Limpo, RA Alves
Journal of Educational Psychology 105 (2), 401, 2013
2202013
Medir a empatia: Adaptação portuguesa do Índice de Reactividade Interpessoal
T Limpo, RA Alves, SL Castro
Laboratório de Psicologia 8, 171-184, 2010
1672010
Progress in written language bursts, pauses, transcription, and written composition across schooling
RA Alves, T Limpo
Scientific Studies of Reading 19 (5), 374-391, 2015
1582015
Children's high‐level writing skills: Development of planning and revising and their contribution to writing quality
T Limpo, RA Alves, R Fidalgo
British Journal of Educational Psychology 84 (2), 177-193, 2014
1512014
Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition
T Limpo, RA Alves
Contemporary Educational Psychology 38 (4), 328-341, 2013
1312013
The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance.
RA Alves, T Limpo, R Fidalgo, L Carvalhais, LÁ Pereira, SL Castro
Journal of Educational Psychology 108 (5), 665, 2016
1262016
Short scales for the assessment of personality traits: Development and validation of the Portuguese Ten-Item Personality Inventory (TIPI)
A Nunes, T Limpo, CF Lima, SL Castro
Frontiers in psychology 9, 355614, 2018
1212018
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
1072017
Acceptance of mobile health applications: examining key determinants and moderators
A Nunes, T Limpo, SL Castro
Frontiers in psychology 10, 484126, 2019
962019
Implicit theories of writing and their impact on students' response to a SRSD intervention
T Limpo, RA Alves
British Journal of Educational Psychology 84 (4), 571-590, 2014
882014
Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy
T Limpo, RA Alves
Journal of Writing Research 9 (2), 97-125, 2017
842017
Executive functions predict literacy and mathematics achievements: The unique contribution of cognitive flexibility in grades 2, 4, and 6
S Magalhães, L Carneiro, T Limpo, M Filipe
Child Neuropsychology 26 (7), 934-952, 2020
712020
Tailoring multicomponent writing interventions: Effects of coupling self-regulation and transcription training
T Limpo, RA Alves
Journal of learning disabilities 51 (4), 381-398, 2018
652018
Effects of planning strategies on writing dynamics and final texts
T Limpo, RA Alves
Acta psychologica 188, 97-109, 2018
552018
Written language bursts mediate the relationship between transcription skills and writing performance
T Limpo, RA Alves
Written Communication 34 (3), 306-332, 2017
522017
Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders
C Cordeiro, T Limpo, T Olive, SL Castro
Reading and Writing 33 (4), 813-833, 2020
512020
Examining potential sources of gender differences in writing: The role of handwriting fluency and self-efficacy beliefs
C Cordeiro, SL Castro, T Limpo
Written Communication 35 (4), 448-473, 2018
482018
Effectiveness of automated writing evaluation systems in school settings: A systematic review of studies from 2000 to 2020
A Nunes, C Cordeiro, T Limpo, SL Castro
Journal of Computer Assisted Learning 38 (2), 599-620, 2022
432022
Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance
T Limpo
Learning and Instruction 58, 115-125, 2018
372018
A review of mindfulness-based apps for children
A Nunes, SL Castro, T Limpo
Mindfulness 11, 2089-2101, 2020
322020
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