{"title":"手写文本制作过程中的复习过程:以法国高等教育学生阅读障碍为例","authors":"Audrey Mazur, Florence Chenu","doi":"10.1002/dys.1734","DOIUrl":null,"url":null,"abstract":"<p>The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, <i>Educational Psychology Review</i>, <b>8</b>, 1996, 299)—to allocate more cognitive resources to higher-level processes (Bereiter & Scardamalia, <i>The psychology of written composition</i>. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, <i>Psychologie Française</i>, <b><i>50</i></b>, 2005, 391). Moreover, Morken and Helland (<i>Dyslexia, <b>19</b></i>, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur-Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), <b><i>18</i></b>, 2016, 177), what is the impact on higher-level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, <i>International Journal of Disability, Development and Education</i>, <b>58</b>, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":null,"pages":null},"PeriodicalIF":1.9000,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/dys.1734","citationCount":"1","resultStr":"{\"title\":\"The revision process during handwritten text production: The case of French higher education students with dyslexia\",\"authors\":\"Audrey Mazur, Florence Chenu\",\"doi\":\"10.1002/dys.1734\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. 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If students with dyslexia have not totally automated spelling (Mazur-Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), <b><i>18</i></b>, 2016, 177), what is the impact on higher-level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, <i>International Journal of Disability, Development and Education</i>, <b>58</b>, 2011, 33) and revisions are less efficient. 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引用次数: 1
摘要
本文的目的是观察修改期间手写文本生产的法国学生有和没有阅读障碍。典型的语言发展对象在童年和青春期自动拼写,随着经验的增加,这使他们——根据应用于书面文本生产的能力理论(McCutchen, Educational Psychology Review, 8,1996, 299)——将更多的认知资源分配给更高层次的过程(Bereiter &斯卡达玛利亚:写作心理学。Hillsdale: Lawrence Erlbaum, 1987)。拼写缺乏自动化可能导致作文表现不佳(法约尔&;[j] .心理学报,2005年第50期,第391页。此外,Morken和Helland (Dyslexia, 19,2013, 131)表明,患有阅读障碍的幼儿在进行句子听写任务时,修改文本的次数与对照组儿童一样多,但他们的修改质量较低。如果患有阅读障碍的学生没有完全自动拼写(Mazur-Palandre, dsamuvelopements (Revue Interdisciplinaire du dsamuvelopement Cognitif Normal et Pathologique), 18,2016, 177),对更高层次的过程(如复习)有什么影响?我们的目标是检查有阅读障碍的学生和控制学生是否以同样的方式校对他们的文本。结果表明,他们表现出一些相似性,但有阅读障碍的学生似乎在错误检测机制方面存在缺陷(Horowitz &Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33)和修订效率较低。我们通过考虑之前的研究来讨论这些结果,我们对阅读障碍参与者进行了拼写、言语和神经心理学评估。
The revision process during handwritten text production: The case of French higher education students with dyslexia
The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate more cognitive resources to higher-level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur-Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher-level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants.
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine