2025

• Cerni, T. (2025). The impact of orthographic complexity on handwriting and typing in a shallow orthography. Reading and Writing [https://doi.org/10.1007/s11145-025-10693-1]
• Cerni, T., Lonciari, I. & Job, R. (2025). The influence of handwriting and typing on novel word learning in typically developing readers and readers with dyslexia. Learning and Instruction, 98,102119 [https://doi.org/10.1016/j.learninstruc.2025.102119]

2024

• Chesnet, D., Solier, C., Bordas, B. & Perret, C. (2024). A quick briefing on the new version of Eye and Pen (version 3.01): news and update. Reading and Writing, 37, 253–264. [https://doi.org/10.1007/s11145-022-10267-5]
• Jiménez, J. E., & Barrientos, P. (2024). Handwriting skills and their role in text generation: A longitudinal study with graphonomic measures. International Journal of Educational Methodology, 10(1), 903-921. [https://doi.org/10.12973/ijem.10.1.903]
• Mazur, A., Quignard, M. (2024).  Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students with Dyslexia. Dyslexia, 31(1). [https://doi.org/10.1002/dys.1789]
• Mazur, A., Quignard, M. (2024). Online Indicators of Written Production: ‘Bio-Behavioural’ Markers of Dyslexia–Dysorthographia? Brain Sciences, 14, 1125. [https://doi.org/10.3390/brainsci14111125]

2023

• Alamargot, D. & Morin, M.-F. (2023). Décours des traitements de l’accord sujet-verbe lors de la production écrite de phrases sous dictée, chez des élèves de terminale de langue française. A.N.A.E., 185, 001-007 [https://www.anae-revue.com/]
• Critten, S., Connelly, V., Dockrell, J.E., Mundy, I.R., O’Rourke, L., Callaghan, L. and Walter, K. (2023). Handwriting processes when spelling morphologically complex words in children with and without Developmental Language Disorder. Frontiers in Psychology, 14:1112462. [https://doi.org/10.3389/fpsyg.2023.1112462]
• Breadmore, H. L., Côté, E. & Deacon, S. H. (2023). The Timing Tells the Tale: Multiple Morphological Processes in Children’s and Adults’ Spelling, Scientific Studies of Reading. [https://doi.org/10.1080/10888438.2023.2186233]
• Cerni, T. & Job, R. (2023). Spelling processing during handwriting and typing and the role of reading and visual-motor skills when typing is less practiced than handwriting. Reading and Writing. [https://doi.org/10.1007/s11145-023-10418-2]
• Johansson, B. & Rijlaarsdam, G. (2023). Writing fluency predicted by reading, linguistic and cognitive skills in L1 and L2 in the writing of bilingual biscriptal Persian-Swedish children. L1-Educational Studies in Language and Literature, 23, 1-28. [https://doi.org/10.21248/l1esll.2023.23.1.374]
• Mazur, A. & Quignard, M. (2023). French Students with Dyslexia Facing the Punctuation System: Insecurity, Inventory Use, and Error Studies. Brain Sciences, 13, 532. [https://doi.org/10.3390/brainsci13040532]
• Mazur, A. & Chenu, F. (2023). The revision process during handwritten text production: The case of French higher education students with dyslexia. Dyslexia, 1-20. [https://doi.org/10.1002/dys.1734]
• Provenzale, C., Bonsignori, C., Sparaci, L., Formica, D. & Taffoni, F. (2023). Using screen-based technologies to assess handwriting in children: a preliminary study choosing human-machine interaction. IEEE Access, volume 11. [https://doi.org/10.1109/ACCESS.2023.3326357]

2022

• Cerni, T. & Job, R. (2022). The interaction of central and peripheral processes in typing and handwriting: A direct comparison. Journal of Experimental Psychology: Human Perception and Performance, 48(6), 563–581. [https://doi.org/10.1037/xhp0001006]
• Chaussoy, L., Lambert, E. & Quémart, P. (2022). Morphological processing in written word production is based on orthography rather than semantics. Acta Psychologica, 229. [https://doi.org/10.1016/j.actpsy.2022.103670]
• Figueroa-Leighton, A. & Crespo, N. (2022). Caracterización del proceso de escritura de niños y preadolescentes de DT y TDL: Aplicación de la técnica Eye and Pen. Revista Signos: Estudios de Lengua y Literatura 55(110):976-1000 [https://doi.org/10.4067/S0718-09342022000300976]
  [ Characterization of the Writing Process of Children and Preadolescents with TD and DLD: Application of the Eye and Pen Technique. (Summary in english) ]
• Frey, A., Lessard, A., Carchon, I., Provasi, J. & Pulido, L. (2022). Rhythmic training, literacy, and graphomotor skills in kindergarteners. Frontiers in Psychology, 13(959534). [https://doi.org/10.3389/fpsyg.2022.959534]
• No, B. & Choi, N. (2022). Writing Development of Children before Entering Primary School: Focusing on Graphomotor Skills and Written Expression. Korean Journal of Child Studies, 43(1), 47-59. [https://doi.org/10.5723/kjcs.2022.43.1.47]

2021

• Chen, S., Kruger, J.-L. & Doherty, S. (2021). Reading patterns and cognitive processing in an eye-tracking study of note-reading in consecutive interpreting. Interpreting, 23(1), 76-102. [https://doi.org/10.1075/intp.00050.che]
• Johansson, B., & Lindgren, E. (2021). Fluency and its relationship with typology, exposure and lexical retrieval in bilingual Persian-Swedish children’s writing. L1-Educational Studies in Language and Literature, 21, 1-28. [https://doi.org/10.17239/L1ESLL-2021.21.01.12]
• 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]
• Chen, S. (2020a). The process of note-taking in consecutive interpreting. A digital pen recording approach. Interpreting, 22(1), 117–139. [https://doi.org/10.1075/intp.00036.che]
• Chen, S.(2020b). The impact of directionality on the process and product in consecutive interpreting between Chinese and English: Evidence from pen recording and eye tracking. The Journal of Specialised Translation, 34, 100-117. [https://jostrans.org/issue34/art_chen.php]
• 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

• Dockrell, J. E., Connelly, V., & Arfé, B. (2019). Struggling writers in elementary school: capturing drivers of performance. Learning and Instruction, 60, 75–84. [https://doi.org/10.1016/j.learninstruc.2018.11.009]
• 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]
• Quémart, P., & Lambert, E. (2019). The influence of the morphological structure of words on the dynamics of handwriting in adults and fourth and sixth grade children. Reading and Writing, 32, 175–195. [https://doi.org/10.1007/s11145-017-9762-0]
• Mazur Palandre, A. (2019). L’étudiant dyslexique présente-t-il encore des difficultés de production textuelle à l’écrit ? Enfance,  2(2), 241-263. [https://doi.org/10.3917/enf2.192.0241]
• Witko, A. & Chenu, F. (2019). Corpus et activité rédactionnelle d’adolescents dyslexiques dysorthographiques en contexte de soin courant orthophonique. Corpus, 19. [https://doi.org/10.4000/corpus.4446]

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]
• Chen, S. (2018). A Pen-Eye-Voice Approach Towards The Process of Note-Taking and Consecutive Interpreting: An Experimental Design. International Journal of Comparative Literature & Translation Studies, 6(2), 1-8. [https://dx.doi.org/10.7575/aiac.ijclts.v.6n.2p.1]

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. [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]
• Chen, S. (2017a). The construct of cognitive load in interpreting and its measurement. Perspectives, 25(4), 640-657. [https://dx.doi.org/10.1080/0907676X.2016.1278026]
• Chen, S. (2017b). Note-taking in consecutive interpreting: New data from pen recording. Translation and Interpreting, 9(1), 4–23. [https://dx.doi.org/10.12807/ti.109201.2017.a02]
• Jiménez, J. E. (2017). Early Grade Writing Assessment: An Instrument Model. Journal of Learning Disabilities, 50(5), 491–503. [https://doi.org/10.1177/0022219416633127]
• 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

• Alamargot, D., Morin, M. F., Pontart, V., Maffre, L., Flouret, L., & Simard-Dupuis, E. (2014). Les enfants dyslexiques ont-ils des difficultés graphomotrices? Quoi de neuf dans les Troubles Spécifiques de l’Apprentissage. ANAE – Approche neuropsychologique des apprentissages chez l’enfant, 128, 59-67.
• 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. & 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]
• Maggio, S., Lété, B., Chenu, F., Jisa, H., & Fayol, M. (2012). Tracking the mind during writing: immediacy, delayed, and anticipatory effects on pauses and writing rate. Reading and Writing, 25, 2131–2151. [https://doi.org/10.1007/s11145-011-9348-1]
• 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. Psychologie Française, 50 (3). 287-304 [ résumé ]
• 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. [https://doi.org/10.3406/psy.2005.29706]

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. [ résumé ]