Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students With Dyslexia.

Despite the persistent difficulties of people with dyslexia concerning writing, few studies examine the impact of dyslexia on the dynamic aspects of written text production. Our objective is to examine the written productions of students with dyslexia (N = 21), compared with matched control students (N = 22), taking into consideration online indicators. They were asked to produce spontaneous narrative and expository texts.

Online Indicators of Written Production: 'Bio-Behavioural' Markers of Dyslexia-Dysorthographia?

Dyslexia-dysorthographia is a neurodevelopmental disorder in which the symptoms appear during the person's development (generally around the age of 7 or 8) and persist throughout life. The study of this written language disorder mainly focuses on children, principally in the clinical, cognitive science and neuroscience fields. The importance and originality of this study are that it investigates the impact of dyslexia-dysorthographia on written production in young adults (students) with dyslexia, from a psycholinguistic perspective.

French Students with Dyslexia Facing the Punctuation System: Insecurity, Inventory Use, and Error Studies.

Punctuation strongly contributes to the cohesion of the text. Despite this relevant role in written activity, this linguistic paradigm is too rarely observed. Moreover, it is all the more important to analyze its management as it is one of the difficulties declared by students with dyslexia.

Confronting Lexical Choice and Error Distribution in Written French: New Insights into the Linguistic Insecurity of Students with Dyslexia.

The main goal of this paper is to analyze written texts produced by monolingual French university students, with and without dyslexia. More specifically, we were interested in the linguistic characteristics of the words used during a written production and of the type of word errors. Previous studies showed that students with dyslexia have difficulties in written production, whether in terms of the number of spelling errors, some syntactic aspects, identification of errors, confusion of monosyllabic words, omissions of words in sentences, or utilization of unexpected or inappropriate vocabulary.