Jung_et_al_Mode_effect_Dyslexia.pdf (1.05 MB)
Mode effect: an issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia
journal contribution
posted on 2021-02-25, 14:13 authored by Stefanie Jung, Korbinian MoellerKorbinian Moeller, Elise Klein, Juergen HellerDigital 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.
Funding
European Social Fund
Research Foundation
History
School
- Science
Department
- Mathematics Education Centre
Published in
DyslexiaVolume
27Issue
3Pages
373-410Publisher
WileyVersion
- AM (Accepted Manuscript)
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© WileyPublisher statement
This is the peer reviewed version of the following article: JUNG, S. ... et al, 2021. Mode effect: an issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia. Dyslexia, 27 (3), pp.373-410, which has been published in final form at https://doi.org/10.1002/dys.1675. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.Acceptance date
2021-01-25Publication date
2021-02-21Copyright date
2021ISSN
1076-9242eISSN
1099-0909Publisher version
Language
- en
Depositor
Prof Korbinian Moeller. Deposit date: 25 February 2021Usage metrics
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