The Dynamics of Programming, Control and the Movement Sequential Organization Skills as the Basic Components of Writing

Improvisations: Methods and Methodologies in Lifespan Writing Research

“…The most prevalent methods of longitudinal research in our corpus were quasi-experimental which was employed in almost half of the studies in our corpus (49 percent), followed by experimental research (11 percent), ethnography (9 percent), document and artifact collection (9 percent), other (7 percent), correlational research (6 percent), descriptive research (5 percent) and finally, interviews (4 percent). Within quantitative studies 26 were quasi-experimental (e.g., Aram & Levin, 2004;Kuzeva et al, 2015;Niedo et al, 2014), 6 experimental (e.g., Cordeiro et al, 2020;Drijbooms et al, 2017), and 2 correlational (e.g., Pinto et al, 2009). Three studies which did not fit our initial coding schema were coded as other (10.6 percent).…”

“…Overall, research aims/questions and hypotheses of the quantitative studies in our corpus matched their data analysis methods. For example, studies that aimed to predict an outcome, to observe effects, or to investigate relationships (Sykes, 1993) tended to choose predictive data analysis options, such as regression (see Cordeiro et al, 2020) and CFA and SEM (see Kim & Park, 2019), while studies that used how questions, for example "to analyze how children are prepared for learning to write and how this skill is developed" (see Kuzeva et al, 2015) or differences between groups (see Silva et al, 2010), chose data collection methods that lead to the use of inferential data analysis methods such as ANO-VA and t-tests (see Beers & Nagy, 2011;Oppenheimer et al, 2017 On the other hand, while qualitative studies asked similar questions to quantitative studies, such as how questions and to investigate relationships between writing and other aspects, it is, however, clear that these questions were broader and more intent upon generating new knowledge on a particular topic rather than identifying predictors. For example, the qualitative studies in our corpus which used ethnography used what and how questions (Chapman, 2002;Compton-Lilly, 2014;Elf, 2016;Roozen, 2008;.…”

Chapter 11. An Autoethnographic Springboard to More Extensive Lifespan Writing Research

“…The most prevalent methods of longitudinal research in our corpus were quasi-experimental which was employed in almost half of the studies in our corpus (49 percent), followed by experimental research (11 percent), ethnography (9 percent), document and artifact collection (9 percent), other (7 percent), correlational research (6 percent), descriptive research (5 percent) and finally, interviews (4 percent). Within quantitative studies 26 were quasi-experimental (e.g., Aram & Levin, 2004;Kuzeva et al, 2015;Niedo et al, 2014), 6 experimental (e.g., Cordeiro et al, 2020;Drijbooms et al, 2017), and 2 correlational (e.g., Pinto et al, 2009). Three studies which did not fit our initial coding schema were coded as other (10.6 percent).…”

“…Overall, research aims/questions and hypotheses of the quantitative studies in our corpus matched their data analysis methods. For example, studies that aimed to predict an outcome, to observe effects, or to investigate relationships (Sykes, 1993) tended to choose predictive data analysis options, such as regression (see Cordeiro et al, 2020) and CFA and SEM (see Kim & Park, 2019), while studies that used how questions, for example "to analyze how children are prepared for learning to write and how this skill is developed" (see Kuzeva et al, 2015) or differences between groups (see Silva et al, 2010), chose data collection methods that lead to the use of inferential data analysis methods such as ANO-VA and t-tests (see Beers & Nagy, 2011;Oppenheimer et al, 2017 On the other hand, while qualitative studies asked similar questions to quantitative studies, such as how questions and to investigate relationships between writing and other aspects, it is, however, clear that these questions were broader and more intent upon generating new knowledge on a particular topic rather than identifying predictors. For example, the qualitative studies in our corpus which used ethnography used what and how questions (Chapman, 2002;Compton-Lilly, 2014;Elf, 2016;Roozen, 2008;.…”

The Importance of L.S. Vygotsky’s and A.R. Luria’s Ideas in the Study of ‘Twice Exceptional’ Children

“…The second research direction is characterized by combining the neuropsychological approach with experimental study of writing parameters [5,6]. The use of a computer graphic tablet allowed us to record several dynamic parameters of writing (total time, pause time, time of pure writing) and its visual-spatial characteristics (writing quality).…”