University of Derby, UK.
Br J Educ Psychol. 2012 Jun;82(Pt 2):289-307. doi: 10.1111/j.2044-8279.2011.02026.x. Epub 2011 Mar 16.
Dyslexia may lead to difficulties with academic writing as well as reading. The authorial identity approach aims to help students improve their academic writing and avoid unintentional plagiarism, and could help to understand dyslexic students' approaches to writing.
(1) To compare dyslexic and non-dyslexic students' authorial identity and approaches to learning and writing; (2) to compare correlations between approaches to writing and approaches to learning among dyslexic and non-dyslexic students; (3) to explore dyslexic students' understandings of authorship and beliefs about dyslexia, writing and plagiarism.
Dyslexic (n= 31) and non-dyslexic (n= 31) university students.
Questionnaire measures of self-rated confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top-down, bottom-up and pragmatic approaches to writing (Student Authorship Questionnaire; SAQ), and deep, surface and strategic approaches to learning (Approaches and Study Skills Inventory for Students; ASSIST), plus qualitative interviews with dyslexic students with high and low SAQ scores.
Dyslexic students scored lower for confidence in writing, understanding authorship, and strategic approaches to learning, and higher for surface approaches to learning. Correlations among SAQ and ASSIST scores were larger and more frequently significant among non-dyslexic students. Self-rated knowledge to avoid plagiarism was associated with a top-down approach to writing among dyslexic students and with a bottom-up approach to writing among non-dyslexic students. All the dyslexic students interviewed described how dyslexia made writing more difficult and reduced their confidence in academic writing, but they had varying views about whether dyslexia increased the risk of plagiarism.
Dyslexic students have less strong authorial identities, and less congruent approaches to learning and writing. Knowledge to avoid plagiarism may be more salient for dyslexic students, who may benefit from specific interventions to increase confidence in writing and understanding of authorship. Further research could investigate how dyslexic students develop approaches to academic writing, and how that could be affected by perceived knowledge to avoid plagiarism.
阅读困难可能导致学术写作困难。作者身份方法旨在帮助学生提高学术写作水平并避免无意识的剽窃，同时可以帮助理解阅读困难学生的写作方法。
（1）比较阅读困难学生和非阅读困难学生的作者身份和学习写作方法；（2）比较阅读困难学生和非阅读困难学生写作方法与学习方法之间的相关性；（3）探索阅读困难学生对作者身份的理解以及对阅读困难、写作和剽窃的看法。
大学阅读困难（n=31）和非阅读困难（n=31）学生。
问卷调查学生对写作的自我评估信心、对作者身份的理解、避免剽窃的知识，以及自上而下、自下而上和实用主义的写作方法（学生作者身份问卷；SAQ），以及深入、表面和策略性的学习方法（学生学习方法和技能评估表；ASSIST），并对 SAQ 得分高和低的阅读困难学生进行定性访谈。
阅读困难学生在写作信心、对作者身份的理解和策略性学习方法方面得分较低，在表面学习方法方面得分较高。SAQ 和 ASSIST 得分之间的相关性在非阅读困难学生中更大，且更频繁地具有显著意义。自我评估的避免剽窃知识与阅读困难学生的自上而下写作方法相关，与非阅读困难学生的自下而上写作方法相关。所有接受访谈的阅读困难学生都描述了阅读困难如何使写作更加困难并降低他们对学术写作的信心，但他们对阅读困难是否增加剽窃风险的看法不一。
阅读困难学生的作者身份认同感较弱，学习和写作方法也不一致。避免剽窃的知识可能对阅读困难学生更为重要，他们可能受益于增加写作信心和对作者身份理解的特定干预措施。进一步的研究可以调查阅读困难学生如何发展学术写作方法，以及这可能如何受到感知避免剽窃知识的影响。
