{"title":"模式效应:视角问题?有发展性阅读障碍和没有发展性阅读障碍的德国儿童在拼写评估中的写作模式差异","authors":"Stefanie Jung, Korbinian Moeller, Elise Klein, Juergen Heller","doi":"10.1002/dys.1675","DOIUrl":null,"url":null,"abstract":"<p>Digital technology has an increasing influence on writing processes. In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer-keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German-speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall <i>spelling accuracy</i>, <i>writing time</i>, and <i>self-corrections</i> comparably in children with and without DD. On a rule-specific level, outcomes for writing time and self-corrections substantiated these findings. However, as regards <i>spelling accuracy</i>, a mode effect was only apparent for capitalization, whereas other spelling rules were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme–phoneme assignment, morphologic principles). These mode-specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.</p>","PeriodicalId":47222,"journal":{"name":"Dyslexia","volume":"27 3","pages":"373-410"},"PeriodicalIF":1.9000,"publicationDate":"2021-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/dys.1675","citationCount":"1","resultStr":"{\"title\":\"Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia\",\"authors\":\"Stefanie Jung, Korbinian Moeller, Elise Klein, Juergen Heller\",\"doi\":\"10.1002/dys.1675\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Digital technology has an increasing influence on writing processes. In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer-keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German-speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall <i>spelling accuracy</i>, <i>writing time</i>, and <i>self-corrections</i> comparably in children with and without DD. On a rule-specific level, outcomes for writing time and self-corrections substantiated these findings. However, as regards <i>spelling accuracy</i>, a mode effect was only apparent for capitalization, whereas other spelling rules were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme–phoneme assignment, morphologic principles). These mode-specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.</p>\",\"PeriodicalId\":47222,\"journal\":{\"name\":\"Dyslexia\",\"volume\":\"27 3\",\"pages\":\"373-410\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2021-02-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1002/dys.1675\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Dyslexia\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1002/dys.1675\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Dyslexia","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1002/dys.1675","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia
Digital technology has an increasing influence on writing processes. In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer-keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German-speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall spelling accuracy, writing time, and self-corrections comparably in children with and without DD. On a rule-specific level, outcomes for writing time and self-corrections substantiated these findings. However, as regards spelling accuracy, a mode effect was only apparent for capitalization, whereas other spelling rules were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme–phoneme assignment, morphologic principles). These mode-specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.
期刊介绍:
DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other. Interesting developments, both theoretical and practical, are being reported in many different countries: DYSLEXIA is a forum in which a knowledge of these developments can be shared by readers in all parts of the world. The scope of the journal includes relevant aspects of Cognitive, Educational, Developmental and Clinical Psychology Child and Adult Special Education and Remedial Education Therapy and Counselling Neuroscience, Psychiatry and General Medicine The scope of the journal includes relevant aspects of: - Cognitive, Educational, Developmental and Clinical Psychology - Child and Adult Special Education and Remedial Education - Therapy and Counselling - Neuroscience, Psychiatry and General Medicine