Do Written Language Bursts Mediate the Relations of Language, Cognitive, and Transcription Skills to Writing Quality?

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.

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.

Who cites it

3 citing papers in PubMed.

1. Digital Transition and Mental Health in School Settings: Does Handwriting Still Matter? A Multidisciplinary Perspective.Children (Basel, Switzerland) · 2026
   Review
2. Writing Fluency: Its Relations With Language, Cognitive, and Transcription Skills, and Writing Quality Using Longitudinal Data From Kindergarten to Grade 2.Journal of educational psychology · 2024
   Article
3. The effect of working memory updating training on the Chinese writing ability of primary school students.Frontiers in psychology · 2023
   Article

Corrections and comments

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

Authors and funding

1 author.

Funding

Abstract

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