Development of Writing Skills in Children in Diverse Cultural Contexts

Chapter 1 Development, Teaching, and Learning of Writing: From Word to Text

Chapter 2 Learning to Spell in Brazilian Portuguese: Children’s Patterns of Spelling Errors and Unconventional Word Segmentation

Chapter 3 Grammar as a Resource for Developing Metalinguistic Understanding About Writing

Chapter 4 The Role of Grammar and Vocabulary for Writing Instruction in School

Chapter 5 “Who Is Going to Read the Story That I Have Written?” The Role of the Audience in Textual Revision Made by Children

Chapter 6 The Effect of Low-Level Writing Process on Written Narrative Textual Competence in Kindergarten and Primary School Children

Chapter 7 Grammatical Choices and Narrative Quality in the Collaborative Writing of Primary School Students

Chapter 8 The Development of Rhetorical Preferences in the Analytical Writing of Spanish Students from Elementary to Higher Education

Chapter 9 Morphological Analysis and Its Impact on Written Language Development in Children With and Without Language Disorders

Chapter 11 Nurturing Writing of Narrative and Expository Texts at the Preschool Level

Chapter 12 Writing Technique or Writing Culture? Representations of Writing Among Children and Teachers at High-Achievement Schools in Chile

Chapter 13 Rewriting the Book: New Literacy Practices and Their Implications for Teaching and Evaluating Writing

Chapter 14 Teaching Writing Through Discourse Genres

Chapter 15 Teaching of Argumentative Writing in Romance Languages: A Meta-Analysis

Chapter 16 The Chilean National Writing Plan: Rationale, Actions, and Preliminary Results

Chapter 17 Effects of Research-Based Teacher Training on Writing Instruction Practices

Chapter 18 Writing to Understand and Being Understood: Basic Design Principles for Writing Instruction