Vol. 12 No. 1 (2020)

SPECIAL ISSUE: Technology-based writing instruction: A collection of effective tools
Guest editors: Teresa Limpo, Andreia Nunes & António Coelho

Published: 2020-06-15

Special issue

Introduction to the special issue on technology-based writing instruction: A collection of effective tools

Teresa Limpo, Andreia Nunes, António Coelho

1-7
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Articles

Effects of the Portuguese GraphoGame on reading, spelling, and phonological awareness in second graders struggling to read

Lénia Carvalhais, Teresa Limpo, Ulla Richardson, São Luís Castro

9-34
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Spellcheck has a positive impact on spelling accuracy and might improve lexical diversity in essays written by students with dyslexia

Lynsey O'Rourke, Vince Connelly, Anna Barnett, Olivia Afonso

35-61
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Implementing automated writing evaluation in different instructional contexts: A mixed-methods study

Corey Palermo, Joshua Wilson

63-108
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Reporting writing process feedback in the classroom: Using keystroke logging data to reflect on writing processes

Nina Vandermeulen, Mariëlle Leijten, Luuk Van Waes

109-140
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AcaWriter: A learning analytics tool for formative feedback on academic writing

Simon Knight, Antonette Shibani, Sophie Abel, Andrew Gibson, Philippa Ryan, Nicole Sutton, Raechel Wight, Cherie Lucas, Ágnes Sándor, Kirsty Kitto, Ming Liu, Radhika Vijay Mogarkar, Simon Buckingham Shum

141-186
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Understanding graduate writers’ interaction with and impact of the Research Writing Tutor during revision

Elena Cotos, Sarah Huffman, Stephanie Link

187-232
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Improving university argumentative writing through online training

Marìa Luna, Ruth Villalón, Mar Mateos, Elena Martìn

233-262
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Digital authoring support for argumentative writing: What does it change?

Kalliopi Benetos, Mireille Bétrancourt

263-290
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