Teresa Limpo
TitleCited byYear
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
982013
Medir a empatia: Adaptação portuguesa do Índice de Reactividade Interpessoal
T Limpo, RA Alves, SL Castro
Laboratório de Psicologia 8, 171-184, 2010
762010
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
582013
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
552014
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
512015
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
472016
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
312014
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
272017
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
192018
Written language bursts mediate the relationship between transcription skills and writing performance
T Limpo, RA Alves
Written Communication 34 (3), 306-332, 2017
122017
Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy
T Limpo, R Alves
122017
Fostering the capabilities that build writing achievement
RA Alves, T Limpo
Reading intervention: From research to practice to research, 209-220, 2015
112015
Effects of planning strategies on writing dynamics and final texts
T Limpo, RA Alves
Acta psychologica 188, 97-109, 2018
82018
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, 461, 2018
82018
Using HandSpy to study writing in real time: A comparison between low-and high-quality texts in grade 2
RA Alves, JP Leal, T Limpo
Observing Writing, 50-70, 2019
72019
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
62018
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
42018
Promoting handwriting fluency in fifth graders with slow handwriting: a single-subject design study
T Limpo, N Parente, RA Alves
Reading and Writing 31 (6), 1343-1366, 2018
42018
Handwriting and Spelling
RA Alves, T Limpo, N Salas, RM Joshi
Best practices in writing instruction, 211, 2018
32018
Testing the effectiveness of handwriting interventions: introduction to the special issue
T Limpo, RA Alves, V Connelly
Reading and Writing 31 (6), 1249-1253, 2018
12018
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