Publications made “with Eye and Pen”


  • Alamargot, D., Morin, M.F., & Simard-Dupuis, E. (2018). Handwriting in Signing Deaf Middle-School Students and Relationship with Text Composition and Spelling. Reading and Writing, 31 (4), 1017-1038. [doi: 10.1007/s11145-018-9824-y]


  • Alamargot, D., Morin, M.-F. & Drijbooms, E. (2017). Planificateur ou formulateur ? Mise en évidence de deux stratégies de rédaction à partir d’un support imagé chez des élèves de CE1 et de CM2 ». Pratiques, 173-174. [ ]
  • Beers, S. F., Mickail, T., Abbott, R. & Berninger, V. (2017). Effects of transcription ability and transcription mode on translation: Evidence from written compositions, language bursts and pauses when students in grades 4 to 9, with and without persisting dyslexia or dysgraphia, compose by pen or by keyboard. Journal of Writing Research, 9(1), 1-25. [ doi:10.17239/jowr-2017.09.01.01 ]
  • Quémart, P. & Lambert, E. (2017). The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children. Reading and Writing, [doi:10.1007/s11145-017-9762-0]
  • van der Steen, S., Samuelson, D., & Thomson, J. (2017). The Effect of Keyboard-Based Word Processing on Students With Different Working Memory Capacity During the Process of Academic Writing. Written Communication, 34(3), 280-305. [ doi:10.1177/0741088317714232 ]


  • Millogo, V. (2016). Comment les jeunes élèves apprennent-ils à jongler avec les occurrences de références en production narrative ? Une étude en temps réel. Language and Literacy, 18(3), 69-88.
  • Prunty, M., Barnett, A., Wilmut, K. & Plumb, M. (2016). The impact of handwriting difficulties on compositional quality in children with developmental coordination disorder. British Journal of Occupational Therapy, 79(10), 591 – 597.  [doi:10.1177/0308022616650903]


  • Alamargot, D., Flouret, L., Larocque, D., Caporossi, G., Pontart, V., Paduraru, C., Morisset, P. & Fayol, M. (2015). Successful written subject–verb agreement: an online analysis of the procedure used by students in Grades 3, 5 and 12. Reading and Writing, 28(3), 291-312. [ doi:10.1007/s11145-014-9525-0 ]
  • Alamargot, D. & Morin, M. F. (2015). Does handwriting on a tablet screen affect students’graphomotor execution? A comparison between Grades Two and Nine. Human Movement Science, 44, 32-41. [doi:10.1016/j.humov.2015.08.011]


  • Chenu, F., Pellegrino, F., Jisa, H. & Fayol, M. (2014). Interword and intraword pause threshold in writing.  Frontiers in Psychology, 5(182). [doi:10.3389/fpsyg.2014.00182]
  • Prunty, M. M., Barnett, A. L., Wilmut, K., & Plumb, M. S. (2014). An examination of writing pauses in the handwriting of children with Developmental Coordination Disorder. Research in Developmental Disabilities, 35(11), 2894-2905. [ doi:10.1016/j.ridd.2014.07.033 ]
  • Sumner, E., Connelly, V. & Barnett, A. L. (2014). The Influence of Spelling Ability on Handwriting Production: Children With and Without Dyslexia. Journal of Experimental Psychology: Learning, Memory, and Cognition, 40(5), 1441-1447. [doi:10.1037/a0035785]


  • Pontart, V., Bidet-Ildei, C., Lambert, E., Morisset, P., Flouret, L. & Alamargot, D. (2013). Influence of Handwriting Skills during Spelling in Primary and lower Secondary Grades. Frontiers in Psychology, 4(818). [doi:10.3389/fpsyg.2013.00818]
  • Prunty, M. M., Barnett, A. L., Wilmut, K., & Plumb, M. S. (2013). Handwriting speed in children with Developmental Coordination Disorder: Are they really slower? Research in Developmental Disabilities, 34(9), 2927-2936. [ doi:10.1016/j.ridd.2013.06.005 ]
  • Sausset S, Lambert E and Olive T (2013) Flexibility of orthographic and graphomotor coordination during a handwritten copy task: effect of time pressure. Frontiers in Psychology, 4(866). [doi:10.3389/fpsyg.2013.00866]
  • Sumner, E., Connelly, V. & Barnett, A. L. (2013). Children with dyslexia are slow writers because they pause more often and not because they are slow at handwriting execution. Reading and Writing, 26(6), 991–1008. [doi:10.1007/s11145-012-9403-6]


  • Chuy, M., Alamargot, D., & Passerault, J.M. (2012). Interference with prior knowledge while writing from sources: Effects of working memory capacity. Journal of Cognitive Psychology, 24(7), 815-828. [ doi:10.1080/20445911.2012.699035 ]
  • Connelly, V., Dockrell, J., Walter, K., & Critten, S. (2012). Predicting the quality of composition and written language bursts from oral language, spelling and handwriting skills in children with and without specific language impairment. Written Communication, 29, 278–302. [ doi: 10.1177/0741088312451109 ]
  • Sausset, S., Lambert, E., Olive, T.  & Larocque, D (2012). Processing of Syllables During Handwriting: Effects of Graphomotor Constraints, The Quarterly Journal of Experimental Psychology, 65(10), 1872-1879. [ doi:10.1080/17470218.2012.715654 ]


  • Alamargot, D., Caporossi, G., Chesnet, D., & Ros, C. (2011). What Makes a Skilled Writer? Working Memory and Audience Awareness during Text Composition. Learning and Individual Differences, 21(5), 505-516. [ doi:10.1016/j.lindif.2011.06.001 ]
  • Lambert, E., Alamargot, D., Laroque, D. & Caporossi, G. (2011). Dynamics of spelling process during a copy task. Effect of frequency and regularity. Canadian Journal of Experimental Psychology, 65(3), 141-150. doi:10.1037/a0022538 ]


  • Alamargot, D., Plane, S., Lambert, E. & Chesnet, D. (2010). Using Eye and Pen Movements to Trace the Development of Writing Expertise: Case Studies of a Seventh, Ninth and Twelfth Grader, Graduate Student, and Professional Writer. Reading and Writing, 23, 853-888. [ doi 10.1007/s11145-009-9191-9 ]
  • Bonin, P & Delattre, M. (2010). La procédure de conversion phonie-graphie en production sous dictée. L’année psychologique, 110, 495-516.


  • Alamargot, D., Chesnet, D., Dansac, C. & Ros, C. (2006). Eye and Pen: a new device to study reading during writing. Behaviour Research Methods, Instruments and Computers, 38(2), 287-299. [ full paper ]


  • Alamargot, D. (2005). Le rôle de la lecture au cours de l’écriture : ce que nous indiquent les mouvements oculaires du rédacteur. Rééducation Orthophonique, 223, 189-201.
  • Alamargot, D., Chanquoy, L. & Chuy, M. (2005). L’élaboration du contenu du texte : de la mémoire à long terme à l’environnement de la tâche [Text content elaboration: from long-term memory to task environment]. Psychologie Française, 50 (3), 287-304. [ abstract ]
  • Chesnet, D., & Alamargot, D. (2005). Analyses en temps réel des activités oculaires et graphomotrices du scripteur: intérêt du dispositif ‘Eye and Pen’. L’Année Psychologique, 105(3), 477-520. [ full paper ]


  • Caporossi, G., Alamargot, D. & Chesnet, D. (2004). Using the computer to study the dynamics of handwriting processes. Lecture Notes in Computer Science, 3245, 242-253. [ abstract ]

Book chapters


  • Alamargot, D., Dansac, C., Chesnet, D., & Fayol, M. (2007). Parallel processing before and after pauses: A combined analysis of graphomotor and eye movements during procedural text production. In M. Torrance, D. Galbraith & L. v. Waes (Eds.), Cognitive Factors in Writing. Dordrecht-Boston-London: Elsevier Sciences Publishers.


  • Alamargot, D., Dansac, C., Ros, C. & Chuy, M. (2005). Rédiger un texte procédural à partir de sources : relations entre l’empan de mémoire de travail et l’activité oculaire du scripteur. In D. Alamargot, P. Terrier, & J.M. Cellier, J.M. Production, compréhension et usages des écrits techniques au travail. Toulouse. Octarès. [ abstract ].



  • Caissie, A. F. (2009). Mental rotations and spatial cognition : comparing vision and touch.  “zum gastvortrag des kognitions- und sozialpsychologischen kolloquiums”, may. Institut für Psychologie, Dortmund, Germany.


  • Alamargot, D., Fayol, M. & Chesnet, D. (2008). Assessing the time course of subject-verb agreement during French sentence production. The contribution of the “Eye and Pen” paradigm. SIG Writing conference: 11-13 june. University of Lund, Sweden.
  • Caissie, A. F., Toussaint, L., et Blandin, Y. (2008). Mental rotations and spatial cognition : comparisons between vision and touch. 30th Annual Meeting of the Cognitive Science Society, 23-26 July. Washington, DC, USA.

Research contracts, networks

DYSAPP supported by la Maison des Sciences de l’Homme et de la Société (University of Poitiers & C.N.R.S.), from 2017 to 2020.

TAO supported by the University of Paris-Est Créteil, from 2017 to 2020.

ANR DyTo, Dynamique des Traitements Orthographiques from 2011 to 2014 (web site).

  Eye and Pen was involved in an european COST program (Action IS0703): European Research Network on Learning to Write Effectively (ERN-LWE; web site) from 2009 to 2012.


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