Adolescent weak decoders writing in a shallow orthography: process and product

Torrance, M ORCID: 0000-0002-5305-4315, Rønneberg, V, Johansson, C and Uppstad, PH, 2016. Adolescent weak decoders writing in a shallow orthography: process and product. Scientific Studies of Reading. ISSN 1088-8438

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Abstract

It has been hypothesised 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 from difficulties with reading. 26 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 pre-word, 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. Masking did not affect differences between weak decoders and controls indicating that reduced fluency was associated with production rather than monitoring what they had produced.

Item Type: Journal article
Publication Title: Scientific Studies of Reading
Creators: Torrance, M., Rønneberg, V., Johansson, C. and Uppstad, P.H.
Publisher: Routledge
Date: 27 July 2016
ISSN: 1088-8438
Identifiers:
NumberType
10.1080/10888438.2016.1205071DOI
Divisions: Schools > School of Social Sciences
Depositing User: Jonathan Gallacher
Date Added: 18 Jul 2016 14:27
Last Modified: 09 Jun 2017 14:04
URI: http://irep.ntu.ac.uk/id/eprint/28143

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