Publications made “with Eye and Pen”

  • Publications made “with Eye and Pen”
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    Papers

    2021

    • Mazur-Palandre, A., Quignard, M. &Witko, A. (2021). Confronting Lexical Choice and Error Distribution in Written French: New Insights into the Linguistic Insecurity of Students with Dyslexia. Brain Sciences, 11, 922. [https://doi.org/10.3390/brainsci11070922]
    • No, B. & Choi, N. (2021). Differences in Graphomotor Skills by the Writing Medium and Children’s Gender.
      Education Sciences, 11, 162. [https://doi.org/10.3390/educsci11040162]

    2020

    • Alamargot, D., Morin, M.-F., & Simard-Dupuis, E. (2020). Handwriting Delay in Dyslexia: Children at the End of Primary School Still Make Numerous Short Pauses When Producing Letters. Journal of Learning Disabilities. [https://doi.org/10.1177/0022219420903705]
    • Drijbooms, E., Groen, M., Alamargot, D. & Verhoeven, L. (20120). Online management of text production from pictures: a comparison between fifth graders and undergraduate students. Psychological Research, 84, 2311–2324. [https://doi.org/10.1007/s00426-019-01199-x]
    • Prunty, M., Pratt, A., Raman, E., Simmons, L. & Steele-Bobat, F. (2020). Grip strength and pen pressure are not key contributors to handwriting difficulties in children with developmental coordination disorder. British Journal of Occupational Therapy. [https://doi.org/10.1177/0308022619885046]
    • Sumner, E., & Connelly, V. (2020). Writing and Revision Strategies of Students With and Without Dyslexia. Journal of Learning Disabilities.[https://doi.org/10.1177/0022219419899090]

    2019

    • Guilbert, J., Alamargot, D., & Morin, M-F. (2019). Handwriting on a tablet screen: Role of visual and proprioceptive feedback in the control of movement by children and adults. Human Movement Science, 65, 30-41.  [https://doi.org/10.1016/j.humov.2018.09.001]
    • Laroche, B. (2019). Rôle du feedback visuel en production manuscrite de mots isolés : Approches comportementale et électrophysiologique. PhD, Université de Poitiers, France. [ Summary in English ]

    2018

    • Ailhaud, E. & Chenu, F. (2018). Variations of chronometric measures of written production depending on clause packaging. CogniTextes, 17. [http://dx.doi.org/10.4000/cognitextes.992]
    • 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. [http://dx.doi.org/10.1007/s11145-018-9824-y]
    •  Breadmore, H. L. & Deacon, H. S. (2018). Morphological processing before and during children’s spelling, Scientific Studies of Reading. [https://doi.org/10.1080/10888438.2018.1499745]
    • Downing, C. (2018). Understanding Writing Difficulties Amongst Children with Neurodevelopmental Disorders. The Cases of Dyslexia and/or Developmental Coordination Disorder (DCD). Phd, Bangor University, Wales.

    2017

    • 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. [http://pratiques.revues.org/3334]
    • Barrientos, P. (2017). Handwriting Development in Spanish Children With and Without Learning Disabilities: A Graphonomic Approach. Journal of Learning Disabilities, 50(5), 552-563. [ https://dx.doi.org/10.1177/0022219416633866]
    • 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. [http://doi.org/10.17239/jowr-2017.09.01.01]
    • Millogo, V. E. (2017). 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. [https://doi.org/10.20360/G2H02W]
    • Prunty, M. Barnett, A. L. (2017). Understanding handwriting difficulties: A comparison of children with and without motor impairment, Cognitive Neuropsychology. [https://doi.org/10.1080/02643294.2017.1376630]
    • 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, [http://doi.org/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. [http://doi.org/10.1177/0741088317714232]

    2016

    • Alamargot, D. & Morin, M-F (2016). New handwriting technologies: how the tablet screen surface affects students’ graphomotor execution. Handwriting Today. 15, 9-15.
    • Prunty, M., Barnett, A. L., Wilmut, K. & Plumb, M. (2016). Visual perceptual and handwriting skills in children with Developmental Coordination Disorder. Human Movement Science, 49, 54–65. [http://dx.doi.org/10.1016/j.humov.2016.06.003]
    • 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.  [http://dx.doi.org/10.1177/0308022616650903]

    2015

    • 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. [http://dx.doi.org/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. [http://dx.doi.org/10.1016/j.humov.2015.08.011]

    2014

    • Beauvais, L., Favart, M., Passerault, J.-M. & Beauvais, C. (2014). Temporal Management of the Writing Process: Effects of Genre and Organizing Constraints in Grades 5, 7, and 9. Written Communication, 31(3), 1-29. [http://dx.doi.org/10.1177/0741088314536361]
    • Chenu, F., Pellegrino, F., Jisa, H. & Fayol, M. (2014). Interword and intraword pause threshold in writing.  Frontiers in Psychology, 5(182). [http://dx.doi.org/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. [https://doi.org/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. [http://dx.doi.org/10.1037/a0035785]

    2013

    • 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). [http://dx.doi.org/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. [https://doi.org/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). [http://dx.doi.org/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. [http://dx.doi.org/10.1007/s11145-012-9403-6]

    2012

    • 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. [http://dx.doi.org/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. [http://dx.doi.org/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. [http://dx.doi.org/10.1080/17470218.2012.715654]

    2011

    • 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. [http://dx.doi.org/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. [http://dx.doi.org/10.1037/a0022538]

    2010

    • 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. [http://dx.doi.org/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.

    2006

    • 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. [https://doi.org/10.3758/BF03192780]

    2005

    • 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 ]

    2004

    • 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

    2016

    • Millogo, V. E. (2016). Impact du traitement des occurrences successives d’un personnage sur la mise en œuvre des processus rédactionnels chez les élèves de 8 à 12 ans : étude en temps réel. In B. Marin & D. Berger (dir.), Recherches en éducation, recherches sur la professionnalisation : consensus et dissensus. Le Printemps de la recherche en ESPE 2015 (pp. 309-325). Paris : Réseau national des ESPE.

    2011

    • Alamargot, D., Leuwers, C., Caporossi, G., Pontart, V., O’Brien Ramirez, K.,Pagan, A., Chesnet, D., & Fayol, M. (2011). Eye Tracking Data during Written Recall: Clues to Subject-Verb Agreement Processing during Translation. In V.W. Berninger (Ed.), Past, Present, and Future Contributions of Cognitive Writing Research to Cognitive Psychology. New York: Taylor & Francis/Routledge, Psychology Press.

    2007

    • 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.

    2005

    • 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 ].

    Communications

    2009

    • 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.

    2008

    • 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.
    • Jiménez, J. E. (2013). Early Grade Writing Assessment (EGWA): A report and a model instrument. Document prepared for UNESCO. University of La Laguna, Autonomous Community of the Canary Islands (Spain).
    •   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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