Writing and Revision Strategies of Students with and without Dyslexia

Autor/inn/en	Sumner, Emma; Connelly, Vincent
Titel	Writing and Revision Strategies of Students with and without Dyslexia
Quelle	In: Journal of Learning Disabilities, 53 (2020) 3, S.189-198 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sumner, Emma)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219419899090
Schlagwörter	Writing Strategies; Revision (Written Composition); Students with Disabilities; Dyslexia; Spelling; Time on Task; Handwriting; Young Adults; Foreign Countries; Intelligence Tests; Achievement Tests; Undergraduate Students; United Kingdom (England); Wechsler Adult Intelligence Scale; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Schreibtechnik; Korrektur; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Schreibweise; Zeitaufwand; Handschrift; Young adult; Junger Erwachsener; Ausland; Intelligence test; Intelligenztest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	Previous work suggests that written text produced by university students with dyslexia is scored lower than that produced by their peers. The present study used a digital writing tablet to examine the writing process and the quality of text written by university students with dyslexia. Revision behavior during and after writing was also investigated. Thirty-two university students with dyslexia (mean age, 20 years), were compared with 32 typically developing (TD) students matched by age. Students composed a written text in response to an expository essay prompt. In line with previous research, students with dyslexia made a higher number of spelling errors and their essays were rated as poorer than TD students. However, students with dyslexia were comparable to their peers on measures of time spent writing, amount of text produced, and the temporal analyses (handwriting execution, pause times). Students with dyslexia made significantly more revisions to spelling during and after transcription than their peers, although other revision behavior was similar across groups. Explanations for the finding of poor writing quality are explored. Importantly, the findings suggest that continued support with spelling and writing is needed for university students with dyslexia. Instruction directed toward effective revision strategies may also prove useful. Limitations and directions for future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01