Parental Autonomy Support, Parental Psychological Control and Chinese University Students' Behavior Regulation: The Mediating Role of Basic Psychological Needs von Wei, Songqin, Teo, Timothy, Malpique, Anabela, Lausen, Adi

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Primary School Teachers’ Adaptations for Struggling Writers: Survey Study of Grade 1 to 6 Teachers in Australia von Malpique, Anabela, Pino-Pasternak, Deborah, Valcan, Debora, Asil, Mustafa

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Teaching writing in primary education (grades 1–6) in Australia: a national survey von de Abreu Malpique, Anabela, Valcan, Debora, Pino-Pasternak, Deborah, Ledger, Susan

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Writing and reading performance in Year 1 Australian classrooms: associations with handwriting automaticity and writing instruction von Malpique, Anabela Abreu, Pino-Pasternak, Deborah, Roberto, Magda Sofia

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School leadership and whole-school support of struggling literacy learners in secondary schools von Merga, Margaret K., Roni, Saiyidi Mat, Malpique, Anabela

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Executive functioning as a predictor of children’s mathematics, reading and writing von Valcan, Debora S., Davis, Helen L., Pino-Pasternak, Deborah, Malpique, Anabela A.

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Factors predicting mathematics achievement in PISA : a systematic review von Wang, Xiaofang Sarah, Perry, Laura B., Malpique, Anabela, Ide, Tobias

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Handwriting automaticity and writing instruction in Australian kindergarten : an exploratory study von Malpique, Anabela Abreu, Pino-Pasternak, Deborah, Valcan, Debora

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Teachers' perceptions of the impact of COVID-19 on writing instruction in Australia von Merga, Margaret K, Malpique, Anabela, Mat Roni, Saiyidi, Valcan, Debora, Ledger, Susan

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Shaping young children's handwriting and keyboarding performance: Individual and contextual-level factors von Anabela Abreu Malpique, Valcan, Debora, Pino-Pasternak, Deborah, Ledger, Susan, Kelso-Marsh, Bronte

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Argumentative writing by junior high school students: discourse knowledge and writing performance / Escritura argumentativa en alumnos de secundaria: conocimiento sobre el discurso... von Malpique, Anabela, Veiga-Simão, Ana Margarida

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Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report von Malpique, Anabela, Veiga Simão, Ana Margarida V., Frison, Lourdes Maria B.

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The contributions of transcription skills to paper-based and computer-based text composing in the early years von Malpique, Anabela Anabela, Asil, Mustafa, Pino-Pasternak, Deborah, Ledger, Susan, Teo, Timothy

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The keys of keyboard-based writing: Student and classroom-level predictors of keyboard-based writing in early primary von Malpique, Anabela Abreu, Valcan, Debora, Pino-Pasternak, Deborah, Ledger, Susan, Asil, Mustafa, Teo, Timothy

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The contributions of executive functioning to handwritten and keyboarded compositions in Year 2 children von Valcan, Debora Similieana, Malpique, Anabela, Pino-Pasternak, Deborah, Asil, Mustafa, Teo, Timothy

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Effect sizes of writing modality on K-6 students’ writing and reading performance: a meta-analysis von Malpique, Anabela Abreu, Valcan, Debora, Pino-Pasternak, Deborah, Ledger, Susan, Merga, Margaret

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The effects of automaticity in paper and keyboard-based text composing: An exploratory study von Malpique, Anabela, Pino-Pasternak, Deborah, Ledger, Susan, Valcan, Debora, Asil, Mustafa

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‘Does It Work?’ Adapting Evidence-Based Practices to Teach Argumentative Writing von Abreu Malpique, Anabela, Veiga Simão, Ana Margarida

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Revisiting Collaboration Within and Beyond the School Library: New Ways of Measuring Effectiveness von Merga, Margaret K., Roni, Sayidi Mat, Loh, Chin Ee, Malpique, Anabela

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Teaching writing to middle school students in Portugal and in Brazil: an exploratory study von Veiga Simão, Ana Margarida, Malpique, Anabela Abreu, Frison, Lourdes Maria Bragagnolo, Marques, André

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