Study of duration and location of pauses in written processes development by students with dyslexia

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Subjects with dyslexia do not automate spelling during childhood like typical subjects and that has a negative impact on compositional performance (Afonso et al., 2015; Gimenez et al., 2015; Sumner & Connelly, 2020). But few studies examine the impact of dyslexia on the dynamic aspects of written production (for instance, Afonso et al., 2020; Sumner and Connelly, 2020). They yet provide a valuable contribution to the understanding of writing processes. Our main objective is also to examine the written production of students with dyslexia (N=22), compared to matched control students (N=21), taking into consideration on-line indicators. They were asked to produce spontaneous written and spoken narrative and expository texts. The written texts (N = 86) were collected using Eye and Pen© software with digitizing tablets. We decided to observe location and duration of pauses in relation to the linguistic units.Previous results, about the same data, show significant differences between the two groups concerning handwriting speed, word rate, bursts and location and duration of pauses (Authors, submit). For instance, students with dyslexia produce less words by minute, probably due to pauses (longer and/or more frequent in the test group) and realize longer intra-word pauses than control students. While global analyses concerning pause duration show no differences between the two groups, more precise analyses (by taking into account their statistical distribution) actually do reveal interesting significant differences, such as longer pauses in specific location in the text, before certain words and punctuation signs.Afonso, O., Suarez-Coalla, P. & Cuetos, F. (2015). Spelling impairments in Spanish dyslexic adults. Front. Psychol., 6, 1–10.Afonso, O. Martinez-Garcia, C., Cuetos, F. & Suarez-coalla, P. (2020). The development of handwriting speed and its relationship with graphic speed and spelling. Cognitive development, 56, 100965.Giménez, A., Luque, J. L., Lopez-Zamora, M., & Fernandez-Navas, M. (2015). A self-report of reading disabilities for adults: ATLAS. Anales de Psicologia, 31(1), 109-119.Sumner, E. & Connelly, V. (2020). Writing and Revision Strategies of Students With and Without Dyslexia. Special Series: The Interaction of Reading, Spelling and Handwriting Difficulties with Writing Development–Part 2, 189-198.