Children with Dyslexia Are Slow Writers Because They Pause More Often and Not Because They Are Slow at Handwriting Execution

Autor/inn/en	Sumner, Emma; Connelly, Vincent; Barnett, Anna L.
Titel	Children with Dyslexia Are Slow Writers Because They Pause More Often and Not Because They Are Slow at Handwriting Execution
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 26 (2013) 6, S.991-1008 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-012-9403-6
Schlagwörter	Children; Dyslexia; Handwriting; Alphabets; Writing (Composition); Spelling; Comparative Analysis; Differences; Difficulty Level; Cognitive Processes + Suchen Sie Ihr Suchwort? Child; Kind; Kinder; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Handschrift; Buchstabenschrift; Schreibübung; Schreibweise; Unterscheiden; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess
Abstract	It is commonly assumed that children with dyslexia are slower at handwriting than other children. However, evidence of slow handwriting in children with dyslexia is very mixed. Thirty-one children with dyslexia, aged 9 years, were compared to both age-matched children and younger spelling-ability matched children. Participants completed an alphabet-writing task and a composition task on the surface of a digital writing tablet. Children with dyslexia wrote the same amount of letters per minute in the alphabet task but wrote fewer words per minute when composing their texts than children of the same age. Crucially, no differences were found between children with dyslexia and their same age peers for speed of handwriting execution, measured by the tablet, when writing the alphabet or composing their texts. However, children with dyslexia were found to pause within their compositions as often as the spelling ability matched group. Thus handwriting execution is not impaired in children with dyslexia. The slow writing that is typical of children with dyslexia is due to pausing more often when composing and is related to spelling ability. This may reflect processing problems in response to high cognitive load through having to contend with spelling and composing concurrently. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10