Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway.
Dyslexia. 2013 Aug;19(3):131-48. doi: 10.1002/dys.1455. Epub 2013 May 29.
Research on dyslexia has largely centred on reading. The aim of this study was to assess the writing of 13 children with and 28 without dyslexia at age 11 years. A programme for keystroke logging was used to allow recording of typing activity as the children performed a sentence dictation task. Five sentences were read aloud twice each. The task was to type the sentence as correctly as possible, with no time constraints. The data were analysed from a product (spelling, grammar and semantics) and process (transcription fluency and revisions) perspective, using repeated measures ANOVA and t-tests to investigate group differences. Furthermore, the data were correlated with measures of rapid automatic naming and working memory. Results showed that the group with dyslexia revised their texts as much as the typical group, but they used more time, and the result was poorer. Moreover, rapid automatic naming correlated with transcription fluency, and working memory correlated with the number of semantic errors. This shows that dyslexia is generally not an issue of effort and that cognitive skills that are known to be important for reading also affect writing.
阅读障碍的研究主要集中在阅读上。本研究旨在评估 13 名患有阅读障碍和 28 名无阅读障碍的儿童在 11 岁时的写作能力。使用了一个按键记录程序来记录孩子们在执行句子听写任务时的打字活动。每句话读两遍，任务是尽可能正确地输入句子，没有时间限制。从产品（拼写、语法和语义）和过程（转录流畅性和修订）的角度分析数据，使用重复测量方差分析和 t 检验来研究组间差异。此外，还将数据与快速自动命名和工作记忆的测量值进行了相关性分析。结果表明，阅读障碍组和典型组一样，他们修改文本的次数一样多，但他们花费的时间更多，结果也更差。此外，快速自动命名与转录流畅性相关，工作记忆与语义错误的数量相关。这表明阅读障碍通常不是努力程度的问题，而且已知对阅读很重要的认知技能也会影响写作。
