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ERIC Number: EJ1113500
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: ISSN-1088-8438
Adolescent Weak Decoders Writing in a Shallow Orthography: Process and Product
Torrance, Mark; Rønneberg, Vibeke; Johansson, Christer; Uppstad, Per Henning
Scientific Studies of Reading, v20 n5 p375-388 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Wechsler Individual Achievement Test
Grant or Contract Numbers: N/A