The process-disruption hypothesis
How spelling and typing skill affects written composition process and product
Bibliographic Data
| ID | 21533400 |
|---|---|
| Authors | Vibeke Rønneberg (0000-0002-9113-2572, University of Stavanger, corresponding author), Morag Torrance (0000-0002-5305-4315, Nottingham Trent University), Per Henning Uppstad (0000-0002-5775-9830, University of Stavanger), Christer Johansson (0000-0002-8459-9852, University of Bergen) |
| Year | 2022 |
| Volume | 86 |
| Issue | 7 |
| Pages | 2239-2255 |
| Publication date | 2022-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychological Research (JOURNAL) |
| Journal identifiers | ISSN: 0340-0727 • E-ISSN: 1430-2772 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s00426-021-01625-z |
| PMID | 34997328 |
| OpenAlex | W4206139316 |
| Language | EN |
| Citations received | 3 |
| References cited | 49 |
This 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
Cognitive psychology · Fluency · Linguistics · Mathematics education · Natural language processing · Orthography · Sentence · Spelling · Computer Science · EFL/ESL Teaching and Learning · Psychology · Reading and Literacy Development · Writing and Handwriting Education
PiecewiseSEM
Longitudinal relationships of levels of language in writing and between writing and reading in grades 1 to 7.
The Now-or-Never bottleneck
A capacity theory of writing
Teaching spelling and composition alone and together
Fitting Linear Mixed-Effects Models Using lme4
Effects of disfluency in writing
Multimodel Inference
| Citations per year | 1 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |