Rui A. Alves is Associate Professor of Psychology at the University of Porto. His main research interests are the cognitive and affective processes in writing, which he studies using experimental methods and logging tools. He is also interested in literacy instruction, literacy development, and learning disorders. He and his team have studied the development of text production using an own–developed handwriting logging software (HandSpy) and developed a number of evidence-based writing interventions addressing cognitive, motivational, and self-regulatory aspects of writing. He serves in many editorial boards and is associate editor to the journals Reading & Writing: An Interdisciplinary Journal and Culture & Education. He is former coordinator of the SIG Writing of the European Association for Research on Learning and Instruction, EARLI. Currently, he is interim coordinator of the European Literacy Network, ELN.
Alves, R. A., Limpo, T., & Joshi, R. M. (Eds.) (2020). Reading-writing connections: Towards integrative literacy science. New York: Springer. doi: 10.1007/978-3-030-38811-9
Alves, R. A. (2019). The early steps in becoming a writer: Enabling participation in a literate world. In J. S. Horst & J. von Koss Torkildsen (Eds.), International handbook of language acquisition (pp. 567-590). London: Routledge. ISBN 978-1-138-08721-7
Alves, R. A., Leal, J. P., & Limpo, T. (2019). HandSpy: A new tool to study handwriting in real time. In E. Lindgren and K. P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (pp. 50-70). Leiden: Brill. ISBN 978-9-004-39251-9
Alves, R. A., Limpo, T., Salas, N., Joshi, R. M. (2019). Handwriting and spelling. In S. Graham, C. A. MacArthur, & M. Hebert (Eds.), Best practices in writing instruction (pp. 211-239). New York: Guilford Press. ISBN 978-1-462-53797
Alves, R. A., Limpo, T., Fidalgo, R., Carvalhais, L., Pereira, L. A., & Castro, S. L. (2016). The impact of promoting transcription on early text production: Effects on bursts and pauses, levels of written language, and writing performance. Journal of Educational Psychology, 108, 665-679. doi: 10.1037/edu0000089
Alves, R. A., & Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific Studies of Reading, 19, 374-391. doi: 10.1080/10888438.2015.1059838.
Alves, R. A. (2013). A mente enquanto escreve: A automatização da execução motora na composição escrita. Lisboa: Fundação Calouste Gulbenkian. ISBN 978-9-723-11462-1
Alves, R. A., & Haas, C. (Eds). (2012). Special issues on Writing and Cognition: In honor of John R. Hayes. Written Communication, 29(3-4), 239-501.
Alves, R. A. (2012). The future is bright for writing research. In V. W. Berninger (Ed.), Past, present, and future contributions of cognitive writing research to Cognitive Psychology (pp. 591-598). New York: Psychology Press. ISBN 978-1-848-72963-6
Alves, R. A., Castro, S. L., & Olive, T. (2008). Execution and pauses in writing narratives: Processing time, cognitive effort and typing skill. International Journal of Psychology, 43, 969-979. doi: 10.1080/00207590701398951.