Sumner Emma, Connelly Vincent, Barnett Anna L
Department of Psychology, Social Work and Public Health, Oxford Brookes University.
J Exp Psychol Learn Mem Cogn. 2014 Sep;40(5):1441-7. doi: 10.1037/a0035785. Epub 2014 Feb 17.
Current models of writing do not sufficiently address the complex relationship between the 2 transcription skills: spelling and handwriting. For children with dyslexia and beginning writers, it is conceivable that spelling ability will influence rate of handwriting production. Our aim in this study was to examine execution speed and temporal characteristics of handwriting when completing sentence-copying tasks that are free from composing demands and to determine the predictive value of spelling, pausing, and motor skill on handwriting production. Thirty-one children with dyslexia (Mage = 9 years 4 months) were compared with age-matched and spelling-ability matched children (Mage = 6 years 6 months). A digital writing tablet and Eye and Pen software were used to analyze handwriting. Children with dyslexia were able to execute handwriting at the same speed as the age-matched peers. However, they wrote less overall and paused more frequently while writing, especially within words. Combined spelling ability and within-word pausing accounted for over 76% of the variance in handwriting production of children with dyslexia, demonstrating that productivity relies on spelling capabilities. Motor skill did not significantly predict any additional variance in handwriting production. Reading ability predicted performance of the age-matched group, and pausing predicted performance for the spelling-ability group. The findings from the digital writing tablet highlight the interactive relationship between the transcription skills and how, if spelling is not fully automatized, it can constrain the rate of handwriting production. Practical implications are also addressed, emphasizing the need for more consideration to be given to what common handwriting tasks are assessing as a whole.
拼写和手写。对于患有诵读困难症的儿童以及刚开始学习写作的儿童来说，可以想象拼写能力会影响手写的速度。本研究的目的是在完成无写作要求的句子抄写任务时，检查手写的执行速度和时间特征，并确定拼写、停顿和运动技能对手写的预测价值。将31名患有诵读困难症的儿童（平均年龄 = 9岁4个月）与年龄匹配且拼写能力匹配的儿童（平均年龄 = 6岁6个月）进行比较。使用数字书写板和Eye and Pen软件来分析手写情况。患有诵读困难症的儿童能够以与年龄匹配的同龄人相同的速度执行手写任务。然而，他们总体上写得较少，并且在书写时停顿更频繁，尤其是在单词内部。拼写能力和单词内部的停顿共同解释了患有诵读困难症儿童手写差异的76%以上，这表明书写效率依赖于拼写能力。运动技能并未显著预测手写差异的任何额外部分。阅读能力预测了年龄匹配组的表现，而停顿预测了拼写能力组的表现。数字书写板的研究结果突出了书写技能之间的交互关系，以及如果拼写没有完全自动化，它如何会限制手写的速度。还讨论了实际意义，强调需要更多地考虑常见的手写任务整体上在评估什么。
