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Hayes, J. R. (2012b). Evidence from Language Bursts, Revision, and Transcription for Translation and Its Relation to Other Writing Processes. In M. Fayol, D. Alamargot, & V. Berninger (Eds.), Translation of Thought to Written Text While Composing. Advancing Theory, Knowledge, Research Methods, Tools, and Applications (pp. 15-25). New York: Psychology Press.

has been cited by the following article:

• TITLE: Strategies Typically Developing Writers Use for Translating Thought into the Next Sentence and Evolving Text: Implications for Assessment and Instruction

  AUTHORS: Jasmin Niedo Jones, Virginia Wise Berninger

  KEYWORDS: Cognitive-Linguistic Translation in Typically Developing Writers, Translation Processes for Next Sentence, Translation Processes for Evolving Text, Transcription, Assessment-Instruction Links for Translation Strategies

  JOURNAL NAME: Open Journal of Modern Linguistics, Vol.6 No.4, July 29, 2016

  ABSTRACT: Three new approaches to writing assessment are introduced. First, strategies for generating the very next sentence are assessed in reference to the local level as well as the evolving text level of composing in progress. Second, strategies for translating thought into written language are coded with transcription (spelling) skill—low, average, or high—held constant. Third, instead of describing composing skill in reference to a single normed score for age or grade in a standardization sample at a static time in development, translation is studied longitudinally when children are in grades 1, 3, and 5 (ages 6, 8, 10) or grades 3, 5, and 7 (ages 8, 10, 12). Applications of the results are discussed for assessment and instruction grounded in levels and generativity of written language and normal variation in typically developing writers.