Evidence map›Paper›PMID 34925970›Full record

ArticleInternational journal of school & educational psychology2021

The Self in Self-Regulated Writing of Fourth to Ninth Graders with Dysgraphia.

Michael Dunn, Matthew C Zajic, Virginia Berninger

Open access · greenAbstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in International journal of school & educational psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
1.4field-weighted citation impact, top 15% of its field
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed, 5 citations in OpenAlex.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors at 3 institutions in 1 country.

Michael DunnWashington State University Vancouver, Vancouver, WA.
Matthew C ZajicCurry School of Education and Human Development, University of Virginia, Charlottesville.
Virginia BerningerUniversity of Washington, Seattle, WA.
University of Virginia · USUniversity of Washington · USWashington State University Vancouver · US

Funding

TRAINING TEACHERS ABOUT READING AND WRITING INTERVENTIONS--EFFECTIVENESS STUDYP50HD033812 · NICHD · UNIVERSITY OF WASHINGTON · PI BERNINGER, VIRGINIA WISE · 1996 to 2005
$9.1M
Services Core P50HD071764 · NICHD · UNIVERSITY OF WASHINGTON · PI BERNINGER, VIRGINIA WISE · 2012 to 2016
$8.0M
NICHD NIH HHS P50 HD033812NICHD NIH HHS P50 HD071764
6 · The paper itself

Abstract

Dysgraphia, a specific learning disability, impairs legible and automatic letter production by hand, which can interfere with written composing. The goal of the current study was not to investigate effective methods for teaching self-regulated writing to students with dysgraphia, but rather to investigate their self that is involved in their self-regulated writing. Students with dysgraphia in grades 4 to 9 (17 males; 3 females,

Indexed as

attention regulationdysgraphiaselftheory of mindwritten composing

Identifiers

PMID34925970
PMCPMC8673780
OpenAlexW3006257840

What OpenQuestion holds

Textmetadata
LicenceTDM
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.