The revision process during handwritten text production: The case of French higher education students with dyslexia.

The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them-according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)-to allocate more cognitive resources to higher-level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987).

Interword and intraword pause threshold in writing.

Writing words in real life involves setting objectives, imagining a recipient, translating ideas into linguistic forms, managing grapho-motor gestures, etc. Understanding writing requires observation of the processes as they occur in real time. Analysis of pauses is one of the preferred methods for accessing the dynamics of writing and is based on the idea that pauses are behavioral correlates of cognitive processes.