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Exploring cognitive processes in Arabic dictation: A study on writing challenges among dyslexic children
Mohammed Mohsen1, Nouf Abdullah Alsudairy2, Munassir Alhamami3
1Department of Educational Sciences, College of Education, Qatar University, Qatar.
Acta Psychologica
|January 28, 2026
Summary
This study explored cognitive writing processes in Arab children with dyslexia during Arabic dictation. Findings reveal significant processing challenges, including frequent pauses and editing, linked to orthographic-phonological inconsistencies.
Area of Science:
- Cognitive Psychology
- Developmental Psychology
- Linguistics
Background:
- Cognitive processes in writing are well-studied in neurotypical students across genres.
- Limited research exists on children with dyslexia, particularly in heritage languages with complex orthographic and phonological systems.
- This study addresses the gap by examining cognitive writing processes in Arab children with dyslexia during dictation in Modern Standard Arabic.
Purpose of the Study:
- To investigate the cognitive writing processes (drafting and monitoring) of Arab children with dyslexia during a dictation task in Modern Standard Arabic.
- To identify specific cognitive challenges faced by these children, focusing on difficulties related to phonological-orthographic mismatches.
Main Methods:
- Thirteen Arab children with dyslexia participated in the study.
- Participants completed a dictation task where an instructor read a text aloud.
- Cognitive writing processes were recorded using keystroke logging software (GGXlog2) to capture drafting and monitoring behaviors.
Main Results:
- A high frequency of pauses was observed, with an average duration of 5 minutes and 13 seconds, indicating significant hesitation and cognitive load.
- Numerous deletions and insertions were identified, suggesting difficulties in word production and editing.
- These patterns highlight the challenges children with dyslexia face in mapping Arabic words with phonological-orthographic inconsistencies.
Conclusions:
- Children with dyslexia exhibit distinct cognitive processing patterns during Arabic dictation, characterized by heightened hesitation and revision behaviors.
- The findings underscore the impact of phonological-orthographic inconsistencies in Modern Standard Arabic on the writing performance of dyslexic children.
- Pedagogical strategies are needed to support these students in overcoming writing challenges related to language-specific features.
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