TERESA LIMPO

Assistant Professor

Teresa Limpo is Assistant Professor at FPCE-UP. Her major research interest lie in the study of cognitive and motivational processes in writing. In particular, she has been studying the interaction among low-level processes (i.e., handwriting, spelling), high-level processes (e.g., self-regulation, planning, revising), and motivation (e.g., self-efficacy, implicit theories of writing, apprehension), and how these processes influence the quality of writing throughout schooling. She has also developed evidence-based writing interventions to promote key writing skills in school-aged children, such as handwriting fluency, planning, or sentence-construction abilities. Teresa Limpo regularly creates and implements professional development courses to train teachers in using these evidence-based practices effectively, thereby fostering their use in the school setting.

You can find more about Teresa Limpo in ResearchGate

Selected publications

• Nunes, A., Castro, S. L. & Limpo, T. (2020). A review of mindfulness-based apps for children. Mindfulness, 11, 2089–2101. https://doi.org/10.1007/s12671-020-01410-w
• Limpo, T., Nunes, A., & Coelho, A. (2020). Introduction to the special issue on Technology-based writing instruction: A collection of effective tools. Journal of Writing Research, 12(1), 1-7. https://doi.org/0.17239/jowr-2020.12.01.01
• Limpo, T., Vigário, V., Rocha, R. S., & Graham, S. (2020). Promoting transcription in third-grade classrooms: Effects on handwriting and spelling skills, composing, and motivation. Contemporary Educational Psychology, 61, Article 101856. https://doi.org/10.1016/j.cedpsych.2020.101856
• Limpo, T., Filipe, M., Magalhães, S., Cordeiro, C., Veloso, A., Castro, S. L., & Graham, S. (2020). Development and validation of instruments to measure Portuguese third graders’ reasons to write and self-efficacy. Reading and Writing: An Interdisciplinary Journal. Advance online publication. https://doi.org/10.1007/s11145-020-10039-z
• Magalhães, S., Mesquita, A., Filipe, M., Veloso, A., Castro, S. L., & Limpo, T. (2020). Spelling performance of Portuguese children: Comparison between grade level, misspelling type, and assessment task. Frontiers in Psychology: Language Sciences, 11, Article 547. https://doi.org/10.3389/fpsyg.2020.00547

• Mesquita, A., Carvalhais, L., Limpo, T., & Castro, S. L. (2020). Portuguese spelling in primary grades: Complexity, length and lexicality effects. Reading and Writing: An Interdisciplinary Journal, 33, 1325–1349. https://doi.org/10.1007/s11145-019-10012-5
• Cordeiro, C., Limpo, T., Olive, T., & Castro, S. L. (2020). Do executive functions contribute to writing quality in beginning writers? A longitudinal study with second graders. Reading and Writing: An Interdisciplinary Journal, 33, 813-833. https://doi.org/10.1007/s11145-019-09963-6

• Limpo, T., & Graham, S. (2019). The role of handwriting instruction in writers’ education. British Journal of Educational Studies, 68(3), 311-329. 10.1080/00071005.2019.1692127
• Rocha, R. S., Filipe, M., Magalhães, S., Graham, S., & Limpo, T. (2019). Reasons to write in Grade 6 and their association with writing quality. Frontiers in Psychology, 10, Article 2157. https://doi.org/10.3389/fpsyg.2019.02157
• Limpo, T. (2018). Development of a short measure of writing apprehension: Validity evidence and association with writing frequency, process, and performance. Learning & Instruction, 58, 115-125. https://10.1016/j.learninstruc.2018.06.001