Contribution of Lower-Order Letter and Word Fluency Skills to Written Composition of College Students with and without Dyslexia

Connelly V, Sonya Campbell, Maclean M, J Barnes

Research output: Contribution to journalSpecial issuepeer-review

Abstract / Description of output

There has been a growth in students with dyslexia attending university. These students commonly rate writing as one of their greatest problem areas. Our research set out to describe the effects of dyslexia on the writing skills of students compared to age-matched peers and a spelling-skill-matched group. Generally, the texts of the students with dyslexia were poorer than age controls but not poorer than the spelling-skill controls. However, there were no major differences in "higher order" skills such as ideas and organization with the chronological age controls, only in "lower order" transcription skills such as spelling and handwriting fluency. The students with dyslexia made more spelling errors in their essays than one would predict given their dictated spelling skill
Original languageEnglish
Article number29 (1)
Pages (from-to)175
Number of pages96
JournalDevelopmental neuropsychology
Volume29
Issue number1
Publication statusPublished - 2005

Fingerprint

Dive into the research topics of 'Contribution of Lower-Order Letter and Word Fluency Skills to Written Composition of College Students with and without Dyslexia'. Together they form a unique fingerprint.

Cite this