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Related Experiment Videos

Timed essay writing: implications for high-stakes tests.

Noel Gregg1, Chris Coleman, Mark Davis

  • 1Department of Psychology, University of Georgia, USA.

Journal of Learning Disabilities
|August 24, 2007
PubMed
Summary
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Timed essay tests pose challenges for adolescents with dyslexia. Writing format and specific skills like vocabulary complexity significantly impact essay quality scores for these students.

Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Neuroscience

Background:

  • High-stakes tests frequently use timed impromptu essays to assess writing.
  • Adolescents with writing disorders, particularly dyslexia, face significant barriers in such assessments.

Purpose of the Study:

  • To investigate the impact of handwritten, typed, and typed/edited essay formats on quality scores for students with and without dyslexia.
  • To examine how spelling, handwriting, fluency, and vocabulary complexity contribute to essay quality scores in these groups.

Main Methods:

  • Comparative analysis of essay quality scores across different writing formats (handwritten, typed, typed/edited).
  • Regression analyses to determine the contribution of specific writing components (spelling, handwriting, fluency, vocabulary) to overall essay quality.

Related Experiment Videos

  • Inclusion of students with and without dyslexia (n=65 each).

    • Main Results:

    • Vocabulary complexity, verbosity, spelling, and handwriting explained more variance in essay quality for students with dyslexia compared to their peers.
    • Writing format influenced quality scores differently across the two groups.

    Conclusions:

    • Writing format and specific skill proficiencies differentially affect essay quality for students with dyslexia.
    • Findings have implications for developing targeted assessment, instruction, and accommodations for struggling writers with dyslexia.