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dc.contributor.authorRønneberg, Vibeke
dc.contributor.authorTorrance, Mark
dc.contributor.authorUppstad, Per Henning
dc.contributor.authorJohansson, Christer
dc.date.accessioned2022-01-31T08:59:19Z
dc.date.available2022-01-31T08:59:19Z
dc.date.created2022-01-08T10:59:24Z
dc.date.issued2022
dc.identifier.issn0340-0727
dc.identifier.urihttps://hdl.handle.net/11250/2975836
dc.description.abstractThis study investigates the possibility that lack of fluency in spelling and/or typing disrupts writing processes in such a way as to cause damage to the substance (content and structure) of the resulting text. 101 children (mean age 11 years 10 months), writing in a relatively shallow orthography (Norwegian), composed argumentative essays using a simple text editor that provided accurate timing for each keystroke. Production fluency was assessed in terms of both within-word and word-initial interkey intervals and pause counts. We also assessed the substantive quality of completed texts. Students also performed tasks in which we recorded time to pressing keyboard keys in response to spoken letter names (a keyboard knowledge measure), response time and interkey intervals when spelling single, spoken words (spelling fluency), and interkey intervals when typing a simple sentence from memory (transcription fluency). Analysis by piecewise structural equation modelling gave clear evidence that all three of these measures predict fluency when composing full text. Students with longer mid-word interkey intervals when composing full text tended to produce texts with slightly weaker theme development. However, we found no other effects of composition fluency measures on measures of the substantive quality of the completed text. Our findings did not, therefore, provide support for the process-disruption hypothesis, at least in the context of upper-primary students writing in a shallow orthography.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.titleThe process‑disruption hypothesis: how spelling and typing skill affects written composition process and producten_US
dc.typeJournal articleen_US
dc.typePeer revieweden_US
dc.description.versionpublishedVersionen_US
dc.rights.holderCopyright The Author(s) 2021en_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doi10.1007/s00426-021-01625-z
dc.identifier.cristin1976890
dc.source.journalPsychological Researchen_US
dc.identifier.citationPsychological Research, 2022.en_US


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