Dyslexia最新文献_第2页

Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System 在希伯来语和书写系统的独特特征中阅读困难的认知语言概况。

IF 1.9 3区教育学

Dyslexia Pub Date : 2025-01-07 DOI: 10.1002/dys.1799

Rotem- Yinon, Shelley Shaul

{"title":"Cognitive-Linguistic Profiles Underlying Reading Difficulties Within the Unique Characteristics of Hebrew Language and Writing System","authors":"Rotem- Yinon, Shelley Shaul","doi":"10.1002/dys.1799","DOIUrl":"10.1002/dys.1799","url":null,"abstract":"<p>While the multiple cognitive deficits model of reading difficulties (RD) is widely supported, different cognitive-linguistic deficits may manifest differently depending on language and writing system characteristics. This study examined cognitive-linguistic profiles underlying RD in Hebrew, characterised by rich Semitic morphology and two writing versions differing in orthographic consistency—a transparent-pointed version and a deep-unpointed version. A two-step cluster analysis grouped 96 s graders and 81 fourth graders based on their phonological awareness (PA), rapid naming (RAN), orthographic knowledge (OK) and morphological-pattern identification (MPI) abilities. Word-reading accuracy and fluency in both writing versions were also examined. The analysis revealed substantial variation in cognitive-linguistic functioning levels, identifying distinct homogeneous profiles at both ages. PA and RAN deficits were most significant across grades. A distinct OK deficit profile emerged among fourth graders, particularly manifested in Hebrew's deep-unpointed script. Moreover, the findings converge on the conclusion that while the phonological deficit is primary and persists over time, its importance is secondary to the main morphological deficit, reflecting a central independent factor in explaining RD in Hebrew. These results support a hybrid-dynamic perspective, emphasising how the relevance of different cognitive-linguistic deficits underlying RD varies with development, influenced by Hebrew's unique orthographic and morphological characteristics.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2025-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11706672/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142956186","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Impact of Metaphors on Academic Text Comprehension: The Case of Students With Dyslexia 隐喻对学术语篇理解的影响：以阅读障碍学生为例。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-17 DOI: 10.1002/dys.1796

Rita Cersosimo, Filippo Domaneschi, Alice Cancer

{"title":"The Impact of Metaphors on Academic Text Comprehension: The Case of Students With Dyslexia","authors":"Rita Cersosimo, Filippo Domaneschi, Alice Cancer","doi":"10.1002/dys.1796","DOIUrl":"10.1002/dys.1796","url":null,"abstract":"<div>\u0000 \u0000 <p>Metaphor has long been used by scholars to make concepts more comprehensible. However, this use of figurative language has never been investigated in relation to the way students with dyslexia learn from academic texts. This study aims to assess the impact of metaphors on overall academic text comprehension in university students with and without dyslexia. Excerpts from scientific articles containing metaphors were adapted to be presented in two comparable conditions: metaphorical and literal. Legibility indexes were controlled for to guarantee the same difficulty between conditions. Twenty-eight students with dyslexia and thirty students without dyslexia underwent a multiple-choice comprehension task for two texts, one for each condition, and provided evaluations of text perception. A standardised assessment of general reading comprehension and cognitive abilities, such as reading speed, reading accuracy, and working memory was conducted. Data revealed that, when reading ability was controlled for, students with dyslexia presented significantly lower comprehension scores only in texts containing metaphors, despite comparable perceived complexity and increased interest in metaphorical texts. These findings suggest that metaphors used in educational discourse may not be entirely inclusive, as they seem to impose additional cognitive demands on students with dyslexia.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142847961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Validation and Reliability of the Dyslexia Adult Checklist in Screening for Dyslexia 成人阅读障碍检查表筛查阅读障碍的有效性和可靠性。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-11 DOI: 10.1002/dys.1797

Z. Stark, K. Elalouf, V. Soldano, L. Franzen, A. P. Johnson

{"title":"Validation and Reliability of the Dyslexia Adult Checklist in Screening for Dyslexia","authors":"Z. Stark, K. Elalouf, V. Soldano, L. Franzen, A. P. Johnson","doi":"10.1002/dys.1797","DOIUrl":"10.1002/dys.1797","url":null,"abstract":"<p>Dyslexia is a language-based neurobiological and developmental learning disability marked by inaccurate and disfluent word recognition, poor decoding, and difficulty spelling. Individuals can be diagnosed with and experience symptoms of dyslexia throughout their lifespan. Screening tools such as the Dyslexia Adult Checklist allow individuals to self-evaluate common risk factors of dyslexia prior to or in lieu of obtaining costly and timely psychoeducational assessments. Although widely available online, the Dyslexia Adult Checklist has yet to be validated. The purpose of this study was to validate this Checklist in a sample of adults with and without dyslexia using both univariate and multivariate statistical approaches. We hypothesised that the Dyslexia Adult Checklist would accurately distinguish between individuals with a self-reported diagnosis of dyslexia (<i>n</i> = 200) and a control group (<i>n</i> = 200), as measured by total scores on the screening tool. Results from our sample found the Dyslexia Adult Checklist to be valid (Cronbach's α = 0.86), and reliable (sensitivity = 76%–91.5%, specificity = 80%–88%). Compared to the originally proposed cut-off score of 45, given the higher sensitivity rate and negative predictive value, we recommend researchers and clinicians use a cut-off score of 40 to indicate possible mild to severe symptoms of dyslexia when using the Dyslexia Adult Checklist.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11632572/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Cognitive and Neurobiological Correlates for Switching/Inhibition Moderate the Relations Between Word Reading and Reading Comprehension in Hebrew-Speaking Children: An fMRI Study 转换/抑制的认知和神经生物学相关调节希伯来语儿童单词阅读和阅读理解之间的关系：一项功能磁共振成像研究。

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-09 DOI: 10.1002/dys.1798

Tzipi Horowitz-Kraus, Donia Abo-elhija, Alan Apter, Dror Kraus, Tamar Steinberg, Rupa Radhakrishnan, Daniel Barazany, Rola Farah

{"title":"Cognitive and Neurobiological Correlates for Switching/Inhibition Moderate the Relations Between Word Reading and Reading Comprehension in Hebrew-Speaking Children: An fMRI Study","authors":"Tzipi Horowitz-Kraus, Donia Abo-elhija, Alan Apter, Dror Kraus, Tamar Steinberg, Rupa Radhakrishnan, Daniel Barazany, Rola Farah","doi":"10.1002/dys.1798","DOIUrl":"10.1002/dys.1798","url":null,"abstract":"<p>The expanded Simple View of Reading model suggests language processing and word reading as contributors to reading comprehension and points at the participation of executive functions as supporting these abilities. Switching and inhibition are both executive functions (EF) contributing to reading, especially in languages with two writing systems—shallow and deep, such as Hebrew. Here, we aimed to determine the specific role of switching/inhibition both cognitively and neurobiologically in the Simple View of Reading model among 49 eight- to 12-year-old Hebrew-speaking children. Children underwent reading and cognitive behavioural testing as well as a five-min resting-state fMRI scan. Functional connectivity of the fronto-parietal network related to switching/inhibition was determined and included in a moderation model. Results suggest that both switching/inhibition abilities and functional connectivity within the fronto-parietal network moderate the relations between word reading and reading comprehension. This strengthens the contribution of switching/inhibition to facilitating reading comprehension and supports the need to include it as part of the expanded SVR model.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11626504/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Children's Books as a Tool for Raising Young Readers' Awareness of Dyslexia 儿童读物作为提高青少年读者阅读障碍意识的工具

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-04 DOI: 10.1002/dys.1790

Lemoine Lise, Bonjour Emmanuelle, Schneider Benoît, Marec-Breton Nathalie

{"title":"Children's Books as a Tool for Raising Young Readers' Awareness of Dyslexia","authors":"Lemoine Lise, Bonjour Emmanuelle, Schneider Benoît, Marec-Breton Nathalie","doi":"10.1002/dys.1790","DOIUrl":"https://doi.org/10.1002/dys.1790","url":null,"abstract":"<div>\u0000 \u0000 <p>French law requires children with disabilities to receive schooling, wherever possible in ordinary schools. To achieve this goal, schools must create a truly inclusive environment that meets every child's specific needs. Ensuring other students accept peers with disabilities is an essential part of providing an inclusive environment. We postulated that reading children's books featuring characters with disabilities can foster this acceptance by enabling students to understand and empathise with peers with disabilities. Indeed, readers' tendency to attribute emotions, beliefs, intentions and perceptions to characters helps them better appreciate characters' feelings, mental states and experiences. The present study analysed the impact that reading a children's book about a young boy with dyslexia had on children without dyslexia. We read <i>Les mots d'Enzo</i> to 25 fourth- and fifth-grade students (13 girls and 12 boys) and then conducted semi-structured interviews with each student. Reading <i>Les mots d'Enzo</i> taught participants a lot about dyslexia, the difficulties it causes, its consequences for children with dyslexia and the help these children need. In addition to gaining a relatively accurate understanding of dyslexia, participants grasped the story's moral, attributed emotions, beliefs and intentions to the character with dyslexia, appreciated how he felt, and showed empathy towards him. They were also capable of generalising these aspects to real students with dyslexia or other disorders.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implicit Statistical Learning of Brazilian Children With Developmental Dyslexia 巴西发展性阅读障碍儿童的内隐统计学习

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-04 DOI: 10.1002/dys.1792

Roseline Ardiles, Eda Marconi Custódio, Suelen Nascimento dos Santos, Matheus Assis de Oliveria

{"title":"Implicit Statistical Learning of Brazilian Children With Developmental Dyslexia","authors":"Roseline Ardiles, Eda Marconi Custódio, Suelen Nascimento dos Santos, Matheus Assis de Oliveria","doi":"10.1002/dys.1792","DOIUrl":"https://doi.org/10.1002/dys.1792","url":null,"abstract":"<div>\u0000 \u0000 <p>Implicit statistical learning (ISL) is non-conscious learning where participants identify patterns in their environment after repeated exposures. This study verified whether Brazilian children with DD present disturbances in the ISL mechanism and if these disturbances may be related to the difficulties associated with DD through artificial grammar learning (AGL) and reaction time in serial tasks (SRT Task). It also intended to verify which of the paradigms proves to be the most sensitive to assess ISL and which is most associated with participants' learning to read and write. Two groups of children with and without DD from the end of the first cycle and the beginning of the second cycle of the elementary school participated in this study, paired according to socioeconomic level, education network, schooling, gender and age. Children with DD showed no disturbances in the ISL process; the AGL paradigm exhibited the most significant association with performance on reading/writing tasks. When compared to the SRT Task, the AGL paradigm proved to be more sensitive in assessing implicit processes and effectively distinguishing between the groups with and without DD. The results of the SRT Task emphasise the importance of task practice and structure for implicit learning in children with developmental dyslexia. These findings have important implications for understanding ISL and its relevance to reading and writing skills in children with developmental dyslexia.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Relationship Between Campus Bullying and Anxiety in Chinese Students With or Without Developmental Dyslexia: The Moderating Role of Self-Confidence 中国发展性阅读障碍学生校园欺凌与焦虑的关系：自信的调节作用

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1794

Shudong Zhang, Xiuping Ming, Mingxia Zhang, Danying Zeng, Xinyi Zhou, Xianbing Zhang

{"title":"The Relationship Between Campus Bullying and Anxiety in Chinese Students With or Without Developmental Dyslexia: The Moderating Role of Self-Confidence","authors":"Shudong Zhang, Xiuping Ming, Mingxia Zhang, Danying Zeng, Xinyi Zhou, Xianbing Zhang","doi":"10.1002/dys.1794","DOIUrl":"https://doi.org/10.1002/dys.1794","url":null,"abstract":"<div>\u0000 \u0000 <p>There is great value and significance to pay attention to the mental health status of children, especially those with special needs. This study examined the effects of self-confidence and campus bullying on anxiety in students, both with and without dyslexia. A questionnaire survey was conducted among 92 students in grades 3–5, half of whom had developmental dyslexia (DD). The results showed a significant positive moderating effect of self-confidence on the relationship between campus bullying and anxiety in students with DD. Specifically, the effect of campus bullying on anxiety was more pronounced in DD students with higher levels of self-confidence than in those with lower levels. For typically developing (TD) students, this moderating effect was not significant. Further analysis showed no significant differences in this moderating effect between DD and TD students. These findings highlight the need for educators and parents to closely monitor and address campus bullying and anxiety issues in students, especially in DD students with a high level of self-confidence and to implement timely interventions.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Overreliance on Sublexical Phonological Processing in Visual Word Recognition for Third-Grade Mandarin-Speaking Dyslexic Children 三年级汉语阅读障碍儿童视觉词识别中对亚词汇语音加工的过度依赖

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1795

Wenjing Zhang, Tao Liu, Wangmei Chen, Tongxin Liu, Yaowen Li, Xiuyue Yue, Tongjie Zhuang, Ruojiao Li, Shaoxue Zhang, Licheng Xue, Jing Zhao

{"title":"Overreliance on Sublexical Phonological Processing in Visual Word Recognition for Third-Grade Mandarin-Speaking Dyslexic Children","authors":"Wenjing Zhang, Tao Liu, Wangmei Chen, Tongxin Liu, Yaowen Li, Xiuyue Yue, Tongjie Zhuang, Ruojiao Li, Shaoxue Zhang, Licheng Xue, Jing Zhao","doi":"10.1002/dys.1795","DOIUrl":"https://doi.org/10.1002/dys.1795","url":null,"abstract":"<div>\u0000 \u0000 <p>Developmental dyslexic (DD) children encounter challenges in sublexical orthographic, phonological, and semantic processing. However, there exists limited knowledge about the predominance of these three types of sublexical processing in visual word recognition among DD children. To investigate this issue, we screened 50 DD and 47 typically developing (TD) third-grade native Chinese-speaking children, and employed a picture-novel character mapping task. We constructed four types of options: semantic radical-legal position pseudo characters (e.g., ), phonetic radical-legal position pseudo characters (e.g., ), semantic radical-illegal position false characters (e.g., ), and phonetic radical-illegal position false characters (e.g., ). Results in the multilevel logistic mixed-effects regression analysis revealed that semantic radical-legal position pseudo characters were more predictive for the trial-level participants' response of TD children, whereas phonetic radical-legal position pseudo characters were more predictive for the trial-level participants' response of DD children. Consistently, semantic radical-legal position pseudo characters were poorer predictors, while phonetic radical-legal position pseudo characters were stronger predictors for the trial-level participants' response of DD children than for that of TD children. These findings collectively suggest the predominance of sublexical orthographic and phonological processing in DD children's visual word recognition, and DD children may rely more on the sublexical phonological processing relative to TD children.</p>\u0000 </div>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Parafoveal Processing and Transposed-Letter Effects in Developmental Dyslexic Reading 发展性失读症的旁中央凹加工和转位字母效应

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1791

Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge

{"title":"Parafoveal Processing and Transposed-Letter Effects in Developmental Dyslexic Reading","authors":"Julie A. Kirkby, Rhiannon S. Barrington, Denis Drieghe, Simon P. Liversedge","doi":"10.1002/dys.1791","DOIUrl":"https://doi.org/10.1002/dys.1791","url":null,"abstract":"<p>During reading, adults and children independently parafoveally encode letter identity and letter position information using a flexible letter position encoding mechanism. The current study examined parafoveal encoding of letter position and letter identity for dyslexic children. Eye movements were recorded during a boundary-change paradigm. Parafoveal previews were either an identity preview (e.g., nearly), a transposed-letter preview (e.g., enarly) or a substituted-letter preview (e.g., acarly). Dyslexic readers showed a preview benefit for identity previews, indicating that orthographic information was encoded parafoveally. Furthermore, dyslexic readers benefitted from transposed-letter previews more than substituted-letters previews, demonstrating that letter identity was encoded independently to letter position during parafoveal processing. Although a transposed-letter effect was found for dyslexic readers, they demonstrated a reduced sensitivity to detect transposed-letters in later measures of reading, that is, go-past times, relative to that found for typically developing readers. We conclude that dyslexic readers, with less rich and fully specified lexical representations, have a reduced sensitivity to transpositions of the first two letters of the upcoming word in preview. These findings are compatible with the view that orthographic representations of dyslexic children are not sufficiently specified.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1791","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students With Dyslexia 书写过程中的停顿：法国阅读障碍学生持续困难的证据

IF 1.9 3区教育学

Dyslexia Pub Date : 2024-12-03 DOI: 10.1002/dys.1789

Audrey Mazur, Matthieu Quignard

{"title":"Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students With Dyslexia","authors":"Audrey Mazur, Matthieu Quignard","doi":"10.1002/dys.1789","DOIUrl":"https://doi.org/10.1002/dys.1789","url":null,"abstract":"<p>Despite the persistent difficulties of people with dyslexia concerning writing, few studies examine the impact of dyslexia on the dynamic aspects of written text production. Our objective is to examine the written productions of students with dyslexia (<i>N</i> = 21), compared with matched control students (<i>N</i> = 22), taking into consideration online indicators. They were asked to produce spontaneous narrative and expository texts. The written texts (<i>N</i> = 86) were collected using the Eye and Pen software with digitising tablets. Results show significant differences between the two groups concerning bursts and some pause locations and durations. While previous works conclude that the spelling difficulties of university students do not impact the transcription process anymore, which means that they no longer have effects on the dynamics of writing, and thus on writing fluency, our study qualifies these conclusions. Indeed, our results show that students with dyslexia's word transcription is atypical and problematic in terms of online indicators: they display shorter bursts (number of units written without a pause) and make longer pauses, especially inside and before words and before punctuation signs. The way in which they allocate cognitive resources is still partially altered by cognitive obstacles; their transcription process is also slowed down and disorganises other high-level cognitive operations.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"31 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2024-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1789","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142762480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0