How does the interaction between spelling and motor processes build up during writing acquisition?

Kandel, Sonia; Perret, Cyril

doi:10.1016/j.cognition.2014.11.014

Cited by 102 publications

(153 citation statements)

References 39 publications

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“…Delattre et al, for example, found that in French (a deep orthography), both word frequency and orthographic regularity affected onset latency (time from stimulus presentation to output-onset, measured as onset of first pen stroke) and output duration (time from onset to word end, controlling for word length). Kandel and Perret (2015) found similar effects in 8-year-old children, an age at which most are likely to have achieved handwriting automaticity. They concluded that orthographic processing persists beyond output onset.…”

Section: Introductionsupporting

confidence: 56%

“…More specifically, analysis of how student skill interacts with word regularity provides insight into the cognitive processes that underlie upper-primary students' performance on spelling-to-dictation tasks. There is considerable evidence from research with adult writers that spelling processes and their motor execution interact in single word production (Bertram, Tønnessen, Strömqvist, Hyönä, & Niemi, 2015;Delattre, Bonin, & Barry, 2006;Kandel & Perret, 2015;Lambert, Kandel, Fayol, & Espéret, 2007;Roux, McKeeff, Grosjacques, Afonso, & Kandel, 2013;Scaltritti, Arfé, Torrance, & Peressotti, 2016). Delattre et al, for example, found that in French (a deep orthography), both word frequency and orthographic regularity affected onset latency (time from stimulus presentation to output-onset, measured as onset of first pen stroke) and output duration (time from onset to word end, controlling for word length).…”

Section: Introductionmentioning

confidence: 99%

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Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Rønneberg

Torrance

2017

Read Writ

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Spelling accuracy and time course was investigated in a sample of 100 Norwegian 6th grade students completing a standardized spelling-to-dictation task. Students responded by keyboard with accurate recordings of response-onset latency (RT) and inter-keypress interval (IKI). We determined effects of a number of childlevel cognitive ability factors, and of word-level factors-particularly the location within the word of a spelling challenge (e.g., letter doubling), if present. Spelling accuracy was predicted by word reading (word split) performance, non-word spelling accuracy, keyboard key-finding speed and short-term memory span. Word reading performance predicted accuracy just for words with spelling challenges. For correctly spelled words, RT was predicted by non-word spelling response time and by speed on a key-finding task, and mean IKI by non-verbal cognitive ability, word reading, non-word spelling response time, and key-finding speed. Compared to words with no challenge, mean IKI was shorter for words with an initial challenge and longer for words with a mid-word challenge. These findings suggest that spelling is not fully planned when typing commences, a hypothesis that is confirmed by the fact that IKI immediately before within word challenges were reliably longer than elsewhere within the same word. Taken together our findings imply that routine classroom spelling tests better capture student competence if they focus not only on accuracy but also on production time course.& Vibeke Rønneberg

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Section: Introductionsupporting

confidence: 56%

Section: Introductionmentioning

confidence: 99%

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Rønneberg

Torrance

2017

Read Writ

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“…Ce résultat contre-intuitif a été obtenu sur des pseudomots dont la fréquence des trigrammes n'a pas été vérifiée, possible biais à prendre en compte dans de futures études. Il va à l'encontre de ceux obtenus par Kandel et Perret (2015) qui indiquent que dans une tâche de copie effectuée par des élèves de 3 e , 4 e et 5 e élémentaires, les mots irréguliers sont écrits plus lentement que les réguliers. Il reste difficile à interpréter : tout au mieux, il pourrait suggérer que les variables chronométriques telles qu'elles ont été envisagées dans cette étude pourraient ne pas constituer une mesure pertinente pour l'étude de l'effet de la complexité orthographique sur les productions en dictée d'élèves de 2 e année élémentaire.…”

Section: Résultats Généraux : Pmc-vs Pmc+ ; N1 Vs N2unclassified

“…Chez des élèves de 2 e année élémentaire en situation d'apprentissage, les processus graphomoteurs n'atteignent pas un tel degré d'automatisation et les variables chronométriques que nous avons recueillies pourraient être, plus encore que chez les adultes ou des enfants plus âgés, étroitement liées aux caractéristiques ciné-matiques des items à produire (Kandel et Perret, 2015). En d'autres termes, lors de l'exécution de la trace, la charge cognitive et, par conséquent, le décours temporel des productions de jeunes enfants pourraient davantage dépendre de la complexité cinématique que de la complexité orthographique des pseudomots.…”

Section: Résultats Généraux : Pmc-vs Pmc+ ; N1 Vs N2unclassified

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Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

2016

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Men and women differ in the neural basis of handwriting

Yang

Tam

Graham

et al. 2020

Human Brain Mapping

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There is an ongoing debate about whether, and to what extent, males differ from females in their language skills. In the case of handwriting, a composite language skill involving language and motor processes, behavioral observations consistently show robust sex differences but the mechanisms underlying the effect are unclear. Using functional magnetic resonance imaging (fMRI) in a copying task, the present study examined the neural basis of sex differences in handwriting in 53 healthy adults (ages 19–28, 27 males). Compared to females, males showed increased activation in the left posterior middle frontal gyrus (Exner's area), a region thought to support the conversion between orthographic and graphomotor codes. Functional connectivity between Exner's area and the right cerebellum was greater in males than in females. Furthermore, sex differences in brain activity related to handwriting were independent of language material. This study identifies a novel neural signature of sex differences in a hallmark of human behavior, and highlights the importance of considering sex as a factor in scientific research and clinical applications involving handwriting.

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How does the interaction between spelling and motor processes build up during writing acquisition?

Cited by 102 publications

References 39 publications

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Cognitive predictors of shallow-orthography spelling speed and accuracy in 6th grade children

Actes du Symposium international sur la litéracie à l’école = International Symposium for Educational Literacy (SILE/ISEL)

Men and women differ in the neural basis of handwriting

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