Mazur Audrey, Quignard Matthieu
Laboratoire CNRS ICAR, UMR 5191, CNRS, Université Lyon 2 et ENS de Lyon.
Laboratoire d'Excellence ASLAN, Université de Lyon.
Dyslexia. 2025 Feb;31(1):e1789. doi: 10.1002/dys.1789.
Despite the persistent difficulties of people with dyslexia concerning writing, few studies examine the impact of dyslexia on the dynamic aspects of written text production. Our objective is to examine the written productions of students with dyslexia (N = 21), compared with matched control students (N = 22), taking into consideration online indicators. They were asked to produce spontaneous narrative and expository texts. The written texts (N = 86) were collected using the Eye and Pen software with digitising tablets. Results show significant differences between the two groups concerning bursts and some pause locations and durations. While previous works conclude that the spelling difficulties of university students do not impact the transcription process anymore, which means that they no longer have effects on the dynamics of writing, and thus on writing fluency, our study qualifies these conclusions. Indeed, our results show that students with dyslexia's word transcription is atypical and problematic in terms of online indicators: they display shorter bursts (number of units written without a pause) and make longer pauses, especially inside and before words and before punctuation signs. The way in which they allocate cognitive resources is still partially altered by cognitive obstacles; their transcription process is also slowed down and disorganises other high-level cognitive operations.
尽管诵读困难症患者在书写方面一直存在困难，但很少有研究探讨诵读困难症对书面文本生成动态方面的影响。我们的目标是，考虑在线指标，对比诵读困难症学生（N = 21）和匹配的对照学生（N = 22）的书面作品。要求他们创作自发的叙述性和说明性文本。使用带数字绘图板的Eye and Pen软件收集书面文本（N = 86）。结果显示，两组在突发情况以及一些停顿位置和时长方面存在显著差异。虽然之前的研究得出结论，大学生的拼写困难不再影响转录过程，这意味着它们不再对写作动态产生影响，进而不再影响写作流畅性，但我们的研究对这些结论提出了质疑。事实上，我们的结果表明，诵读困难症学生的单词转录在在线指标方面是非典型的且存在问题：他们的突发情况较短（不间断书写的单位数量），停顿时间更长，尤其是在单词内部、单词之前以及标点符号之前。他们分配认知资源的方式仍然部分地受到认知障碍的影响；他们的转录过程也会减慢，并扰乱其他高级认知操作。
