Editing Handwriting (section)

=== Cognitive processes in writers ===
Children with specific [[Learning disability|learning disorders]], such as poor/slow handwriting, have been observed in [[Psychology|psychological]] study to follow specific mental frameworks which instructors can use to help pinpoint weakness in linguistic skill and develop their students' fluency and writing composition. The Hayes & Berninger framework is a stratified web of interconnected thought processes which relate different cognitive processes to each other in their function of writing in general, and this framework has seen considerable use in pedagological research.<ref name=":1">{{Citation |last=O’Rourke |first=Lynsey |title=Understanding Writing Difficulties through a Model of the Cognitive Processes Involved in Writing |date=2018 |url=https://www.jstor.org/stable/10.1163/j.ctv3znwkm.5 |work=Writing Development in Struggling Learners |volume=35 |pages=11–28 |editor-last=Connelly |editor-first=Vincent |access-date=2023-03-13 |series=Understanding the Needs of Writers across the Lifecourse |publisher=Brill |doi=10.1163/j.ctv3znwkm.5 |last2=Connelly |first2=Vincent |last3=Barnett |first3=Anna |editor2-last=Miller |editor2-first=Brett |editor3-last=McCardle |editor3-first=Peggy}}</ref> For example, underdevelopment of long-term memory, which is in the lower "resource level" of cognitive strata, can then be linked to underdeveloped [[motor planning]] for hand-writing individual letters, which bottleneck higher-order cognitive processes such as sentence structure and other [[critical thinking]].<ref name=":1" />