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Writing and Reading for All

We are a team of national and international researchers aiming to investigate the diverse factors that shape writing and reading development in primary education. We are particularly interested in learning more about how children’s transcription skills (e.g., handwriting, typing and spelling), reading abilities, executive functioning skills, and motivation for writing impact the development of effective writing. Since writing development is shaped by the context and the community in which it takes place, we are also interested in understanding how schools and families can foster the development of children’s writing skills and motivation for writing.

Teaching Writing for All in Primary Education

The main objective of this project was to provide critical information on writing instruction in Australian primary schools.

Handwriting and keyboarding skills in the Early Years

This project investigates Year 2 students’ abilities, attitudes, and self-efficacy to write paper-based and keyboard-based texts and teaching practices promoting effective writing development, including practices for teaching handwriting and keyboarding skills.

Publications

Malpique, A. A., Pino-Pasternak, D., & Valcan, D. (2017). Handwriting automaticity and writing instruction in Australian kindergarten: An exploratory study. Reading and Writing, 30, 1789–1812. https://link.springer.com/article/10.1007/s11145-017-9753-1
Malpique, A., Pino-Pasternak, D., & Roberto, M. S. (2020). Writing and reading performance in Year 1 Australian classrooms: Associations with handwriting automaticity and writing instruction. Reading and Writing, 33, 783–805. https://link.springer.com/article/10.1007/s11145-019-09994-z
Merga, M., Roni. M., S., & Malpique, A. (2020). Do secondary English teachers have adequate time and resourcing to meet the needs of struggling literacy learners?. English in Education, 1-17. https://www.tandfonline.com/doi/full/10.1080/04250494.2020.1838897
Valcan, D., Davis, H., Pino-Pasternak, D., & Malpique, A. (2020). Executive functioning as a predictor of children’s mathematics, reading and writing. Journal of Applied Developmental Psychology, 70, 101196. https://doi.org/10.1016/j.appdev.2020.101196

Our Team

Dr Anabela Malpique
Associate Professor Deborah Pino-Pasternak
Professor Susan Ledger
Dr Debora Valcan
Dr Mustafa Asil
Professor Timothy Teo

Contact us

Please email the team to learn more about the project.

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Contacting ECU

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Related Contents

Writing and Reading for All

Teaching Writing for All in Primary Education

Handwriting and keyboarding skills in the Early Years

Publications

Our Team

Contact us

Contacting ECU

Supplemental

Contacting ECU

Supplemental

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