Timed Essay Writing

Gregg, Noël; Coleman, Chris; Davis, Mark D.P.; Chalk, Jill C.

doi:10.1177/00222194070400040201

Cited by 45 publications

(22 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They also made more word order errors. Similar results were reported in an article by Gregg, Coleman, Davis, and Chalk (2007), but not in the study of Farmer et al (2002). In the latter case, it should be taken into account that the numbers of participants tested (four per group) only allowed the authors to observe very large effect sizes.…”

Section: Discussionsupporting

confidence: 90%

Beyond spelling: the writing skills of students with dyslexia in higher education

et al. 2012

View full text Add to dashboard Cite

To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults without dyslexia. The study was carried out in Belgium with writers of Dutch. First, we studied the number and type of spelling errors, the quality of the texts produced, the use of words, and the handwriting, both in a précis writing task (writing a summary of an informative text) and in a dictation task (sentence writing). Our results showed medium to large effect sizes for spelling errors: d = .93 for morphosyntactic spelling errors, d= .55 for memory-related spelling errors, and a medium effect size for punctuation and capitalization errors, d = .40. Second, experts who were blind to the aims of the study were asked to judge the quality of the writing of both groups based on transcriptions that were free from spelling errors. The quality of the texts produced was judged lower for students with dyslexia than for the controls, d = .61 for text structure and d = .56 for agreeability, even though the number and types of words used by both groups were very much the same. There was no significant difference in the quality of the handwriting, d = .15. Given that remedial teaching has been shown to be effective for essay-writing skills, educational support along these lines may be helpful for students with dyslexia.Keywords: adult dyslexia -dictation -précis writing -spelling -writingBeyond spelling: The writing skills of students with dyslexia in higher education A non-negligible percentage of students in mainstream higher education have learning difficulties (Hatcher, Snowling, & Griffiths, 2002). Because they are expected to reach the same objectives as their peers, it is important for them to know how they can optimize their performance and for education authorities to have information about which types of support are helpful and justifiable. For instance, students with dyslexia are known to have spelling problems in addition to reading difficulties (Callens, Tops, & Brysbaert, in press;Swanson & Hsieh, 2009). Because written reports form the basis of many student assessments and evaluations (Farmer, Riddick, & Sterling, 2002) and because poor spelling is likely to influence marking, it is reasonable to provide these students with text-processing software that has a built-in spelling checker (Desoete, Brysbaert, Tops, Callens, De Lange, & Van Hees, 2010;Goldberg, Russell, & Cook, 2003). At the same time, it would be good to know whether the quality of spelling-corrected essays and summaries is equivalent for students with dyslexia as for controls, or whether this is another challenge students with dyslexia should take into account. Hayes and Flower (1980) proposed an influential cognitive model of skilled adult writing, analysing different components of the writing process and their interaction. In this model th...

show abstract

Section: Discussionsupporting

confidence: 90%

Beyond spelling: the writing skills of students with dyslexia in higher education

et al. 2012

View full text Add to dashboard Cite

show abstract

“…The best predictors of their essay quality were handwriting speed and spelling accuracy. Gregg, Coleman, Davis, and Chalk (2007) confirmed and extended those findings, showing that the best predictors of the quality of essay writing in college students with dyslexia were vocabulary complexity, verbosity (length of writing), spelling, and handwriting. Accordingly, students with dyslexia are likely to be at a disadvantage on timed writing tests, especially standardized tests required for college entrance (e.g.…”

Section: Specific Research Aim and Four Research Questionssupporting

confidence: 73%

Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

Nielsen

Abbott

Griffin

et al. 2016

LDMJ

View full text Add to dashboard Cite

The same working memory and reading and writing achievement phenotypes (behavioral markers of genetic variants) validated in prior research with younger children and older adults in a multi-generational family genetics study of dyslexia were used to study 81 adolescent and young adults (ages 16 to 25) from that study. Dyslexia is impaired word reading and spelling skills below the population mean and ability to use oral language to express thinking. These working memory predictor measures were given and used to predict reading and writing achievement: Coding (storing and processing) heard and spoken words (phonological coding), read and written words (orthographic coding), base words and affixes (morphological coding), and accumulating words over time (syntax coding); Cross-Code Integration (phonological loop for linking phonological name and orthographic letter codes and orthographic loop for linking orthographic letter codes and finger sequencing codes), and Supervisory Attention (focused and switching attention and self-monitoring during written word finding). Multiple regressions showed that most predictors explained individual difference in at least one reading or writing outcome, but which predictors explained unique variance beyond shared variance depended on outcome. ANOVAs confirmed that research-supported criteria for dyslexia validated for younger children and their parents could be used to diagnose which adolescents and young adults did (n=31) or did not (n=50) meet research criteria for dyslexia. Findings are discussed in reference to the heterogeneity of phenotypes (behavioral markers of genetic variables) and their application to assessment for accommodations and ongoing instruction for adolescents and young adults with dyslexia.

show abstract

“…This dependent variable consisted of the number of words written. Although not a measure of essay quality, we consider length an indicator of automaticity or general ease in writing (Kobrin, Deng, & Shaw, 2007;Quinlan, 2004), which has been shown to be positively correlated with overall writing ability (Gregg, Coleman, Davis, & Chalk, 2007). For the purposes of this study, the length comprised all words that represented a spoken word regardless of spelling.…”

Section: Essay Lengthmentioning

confidence: 99%

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Paz

Monte‐Sano

Felton

et al. 2016

Reading Research Quarterly

107

View full text Add to dashboard Cite

This study explored the extent to which an 18‐day history and writing curriculum intervention, taught over the course of one year, helped culturally and academically diverse adolescents achieve important disciplinary literacy learning in history. Teachers used a cognitive apprenticeship form of instruction for the integration of historical reading and writing strategies and content learning with the goal of improving students' historical argument writing. The intervention had positive and significant results for each writing outcome. After controlling for variables associated with students' incoming abilities, the researchers found moderate to large effects for all participants. Relative to basic readers in the control condition, those participating in the intervention scored higher in historical writing and writing quality and wrote longer essays; these results translate into effect sizes of .45 on basic readers' historical writing, .32 on their overall writing quality, and .60 on the length of their papers. Teachers implemented the reading and writing curriculum intervention with high levels of implementation fidelity, leading the researchers to explore additional factors that contributed to students' success after accounting for teacher effectiveness. The results indicate further benefits dependent on the degree to which students completed the curriculum.

show abstract

Timed Essay Writing

Cited by 45 publications

References 37 publications

Beyond spelling: the writing skills of students with dyslexia in higher education

Beyond spelling: the writing skills of students with dyslexia in higher education

Evidence-Based Reading and Writing Assessment for Dyslexia in Adolescents and Young Adults

A Historical Writing Apprenticeship for Adolescents: Integrating Disciplinary Learning With Cognitive Strategies

Contact Info

Product

Resources

About