Adolescent Weak Decoders Writing in a Shallow Orthography: Process and Product

Autor/inn/en	Torrance, Mark; Rønneberg, Vibeke; Johansson, Christer; Uppstad, Per Henning
Titel	Adolescent Weak Decoders Writing in a Shallow Orthography: Process and Product
Quelle	In: Scientific Studies of Reading, 20 (2016) 5, S.375-388 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Torrance, Mark) ORCID (Uppstad, Per Henning)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8438
DOI	10.1080/10888438.2016.1205071
Schlagwörter	Foreign Countries; Adolescents; Decoding (Reading); Writing (Composition); Reading Skills; Writing Skills; Orthographic Symbols; Dyslexia; Secondary School Students; Spelling; Error Patterns; Reading Fluency; Reading Difficulties; Achievement Tests; Statistical Analysis; Accuracy; Editing; Norway; Wechsler Individual Achievement Test + Suchen Sie Ihr Suchwort? Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Dekodierung; Schreibübung; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Sekundarschüler; Schreibweise; Fehlertyp; Reading difficulty; Leseschwierigkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Statistische Analyse; Redaktion; Textbearbeitung; Norwegen; WIAT; Eignungsprüfung; Eignungstest
Abstract	It has been hypothesized that students with dyslexia struggle with writing because of a word-level focus that reduces attention to higher level textual features (structure, theme development). This may result from difficulties with spelling and/or difficulties with reading. Twenty-six Norwegian upper secondary students (M = 16.9 years) with weak decoding skills and 26 age-matched controls composed expository texts by keyboard under two conditions: normally and with letters masked to prevent them reading what they were writing. Weak decoders made more spelling errors and produced poorer quality text. Their inter-key-press latencies were substantially longer preword, at word end, and within word. These findings provide some support for the word-level focus hypothesis, although we found that weak decoders were slightly "less" likely to engage in word-level editing. Preventing reading did not affect differences between weak decoders and controls, indicating that their reduced fluency was associated with production rather than reading difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01