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<p>Adults with dyslexia face persistent spelling and transcription difficulties, particularly under conditions of increased cognitive load such as sentence-level tasks or orthographically inconsistent words. The shift from handwriting to typing introduces distinct cognitive and motor demands: handwriting requires motor routines for letter form, speed, and size, whereas typing depends on key location knowledge and sequential keystrokes. This study examined whether these difficulties manifest similarly across modalities or whether one provides relative advantages. Thirty-three Spanish-speaking adults (17 with dyslexia, 16 controls) completed three tasks—alphabet writing, automated word writing, and sentence dictation—in both handwriting and typing conditions. Sentences varied by length and orthographic consistency. Performance was assessed through fluency (correctly written letters), temporal measures (total sentence duration, target-word duration, and time previous to target-word), and error rates. Across tasks, adults with dyslexia consistently demonstrated lower fluency and higher error rates than controls, with difficulties more pronounced in typing. Although typing was faster overall, individuals with dyslexia showed a wider performance gap in this modality, suggesting reduced automatization and difficulties managing keystroke transitions. Handwriting, while slower, promoted greater accuracy and fewer mechanical errors. However, under higher cognitive demands, such as longer sentences or inconsistent words, handwriting fluency deteriorated more sharply, reflecting its motor-intensive nature. Temporal analyses revealed that adults with dyslexia exhibited longer pauses before initiating final words and slower production of these words, particularly in handwriting. These findings suggest working memory limitations and reduced orthographic automaticity, which disrupt planning and fluency. Elevated error rates further underscored the cognitive load of writing in dyslexia. The study emphasizes the need to understand modality-specific challenges to design interventions that enhance both fluency and accuracy in adults with dyslexia.</p>

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Writing performance in Spanish adults with dyslexia: handwriting versus typing

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年9月11日

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  • Paz Suárez-Coalla,
  • Andrés Carnota Orviz,
  • María González-Nosti,
  • Cristina Martínez-García

摘要

Adults with dyslexia face persistent spelling and transcription difficulties, particularly under conditions of increased cognitive load such as sentence-level tasks or orthographically inconsistent words. The shift from handwriting to typing introduces distinct cognitive and motor demands: handwriting requires motor routines for letter form, speed, and size, whereas typing depends on key location knowledge and sequential keystrokes. This study examined whether these difficulties manifest similarly across modalities or whether one provides relative advantages. Thirty-three Spanish-speaking adults (17 with dyslexia, 16 controls) completed three tasks—alphabet writing, automated word writing, and sentence dictation—in both handwriting and typing conditions. Sentences varied by length and orthographic consistency. Performance was assessed through fluency (correctly written letters), temporal measures (total sentence duration, target-word duration, and time previous to target-word), and error rates. Across tasks, adults with dyslexia consistently demonstrated lower fluency and higher error rates than controls, with difficulties more pronounced in typing. Although typing was faster overall, individuals with dyslexia showed a wider performance gap in this modality, suggesting reduced automatization and difficulties managing keystroke transitions. Handwriting, while slower, promoted greater accuracy and fewer mechanical errors. However, under higher cognitive demands, such as longer sentences or inconsistent words, handwriting fluency deteriorated more sharply, reflecting its motor-intensive nature. Temporal analyses revealed that adults with dyslexia exhibited longer pauses before initiating final words and slower production of these words, particularly in handwriting. These findings suggest working memory limitations and reduced orthographic automaticity, which disrupt planning and fluency. Elevated error rates further underscored the cognitive load of writing in dyslexia. The study emphasizes the need to understand modality-specific challenges to design interventions that enhance both fluency and accuracy in adults with dyslexia.