Arrimada, M., Torrance, M., & Fidalgo, R. (2019). Effects of teaching planning strategies to first-grade writers. British Journal of Educational Psychology, 89, 670-688. https://doi.org/10.1111/bjep.12251
Limpo, T., & Alves, R. A. (2018). Tailoring multicomponent writing interventions: The effects of coupling self-regulation and transcription training. Journal of Learning Disabilities, 51, 381-398. https://doi.org/10.1177/0022219417708170
Arrimada, M., Torrance, M., & Fidalgo, R. (2018). Supporting first-grade writers who fail to learn: multiple single-case evaluation of a Response to Intervention approach. Reading and Writing, 31(4), 865–891.https://doi.org/10.1007/s11145-018-9817-x
Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. A., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108, 665-679. https://doi.org/10.1037/edu0000089
García, J. N., & Fidalgo, R. (2006). Effects of two self-regulatory instruction programs in students with Learning Disabilities in writing products, process and self-efficacy. Learning Disability Quarterly, 29(3), 181-213.