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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
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Language and Cognition

Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Guidelines for Writing Outcome

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Related Experiment Video

Updated: May 11, 2026

Advancing Dyslexia Assessment in Children Through Computerized Testing
09:00

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Writing in dyslexia: product and process.

Frøydis Morken1, Turid Helland

  • 1Department of Biological and Medical Psychology, University of Bergen, Bergen, Norway. froydis.morken@psybp.uib.no

Dyslexia (Chichester, England)
|May 31, 2013
PubMed
Summary

Children with dyslexia revise their writing as much as peers but take longer for poorer results, indicating effort isn't the primary issue. Cognitive skills impact both reading and writing abilities.

Area of Science:

  • Cognitive Psychology
  • Developmental Psychology
  • Educational Psychology

Background:

  • Dyslexia research predominantly focuses on reading difficulties.
  • The writing processes and challenges faced by individuals with dyslexia require further investigation.

Purpose of the Study:

  • To compare the writing performance of 11-year-old children with and without dyslexia.
  • To analyze both product (spelling, grammar, semantics) and process (transcription fluency, revisions) aspects of writing.
  • To explore the relationship between writing abilities and cognitive factors like rapid automatic naming and working memory.

Main Methods:

  • Utilized keystroke logging to record typing activity during a sentence dictation task.
  • Analyzed data using repeated measures ANOVA and t-tests to identify group differences.
Keywords:
dyslexiaprocessproductwriting

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  • Correlated writing data with measures of rapid automatic naming and working memory.

    • Main Results:

    • Children with dyslexia exhibited similar revision rates but required more time, yielding poorer quality texts compared to peers.
    • Transcription fluency was significantly correlated with rapid automatic naming.
    • Working memory capacity was associated with the number of semantic errors in writing.

    Conclusions:

    • Dyslexia in writing is not solely an issue of effort; cognitive factors play a crucial role.
    • Cognitive skills vital for reading, such as rapid automatic naming and working memory, also influence writing proficiency.
    • Findings highlight the interconnectedness of reading and writing skills and underlying cognitive mechanisms in dyslexia.