Mode effect: An issue of perspective? Writing mode differences in a spelling assessment in German children with and without developmental dyslexia

Abstract

Digital 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.

Understanding Typing Skill in Students With Developmental Disorders

“…Foxworth et al's [20 •] group of six students with language-based learning disorder typed significantly fewer words overall in a text copying task and fewer correct words per minute than peers without disabilities. Jung et al [22] found that the groups with dyslexia were slower in the typing to dictation task and made less selfcorrections and were less accurate, although their accuracy rate was similar to the TD controls for pseudowords.…”

“…Berninger et al [19] reported no significant difference in typing versus handwriting in the alphabet writing task but longer times to compose a sentence and essay when typing. Jung et al [22] found that typing words was slower than handwriting across groups (with no group difference).…”

“…Jiménez et al [21] included word dictation tasks in Spanish; one involved typing words with inconsistent spelling patterns and one typing pseudowords. Jung et al [22] included dictation of 'gapped' sentences, where participants were required to fill in real and pseudowords in German.…”