Writing with Decoding and Spelling Difficulties—A Qualitative Perspective
Bibliographic Data
| ID | 22044170 |
|---|---|
| Authors | Yvonne Knospe (0000-0001-5356-5513, Umeå University, corresponding author), Nina Vandermeulen (0000-0002-6731-7470, University of Antwerp), Maria Levlin (0000-0002-6755-7167, Umeå University), Christian Waldmann (0000-0003-0983-6333, Linnaeus University), Eva Lindgren (0000-0002-4641-1206, Luleå University of Technology) |
| Year | 2025 |
| Volume | 15 |
| Issue | 12 |
| Pages | 1637 |
| Publication date | 2025-12-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15121637 |
| OpenAlex | W4417046174 |
| Language | EN |
| References cited | 27 |
Writers with decoding and/or spelling difficulties often produce short, lower-quality texts and experience less fluent writing, frequently interrupted by long pauses at the word level. Research suggests that from adolescence onward, such writers become increasingly aware of their difficulties, which influences behaviours such as avoiding difficult-to-spell words and pausing for lexical decisions. The objective of this study was to deepen the understanding of how adolescent students with decoding and spelling difficulties engage in the task of text composition. In this multiple case study, we qualitatively investigated argumentative texts and writing processes produced by three Swedish upper-secondary students with such difficulties. Data were collected through keystroke logging and analyses of texts and keystroke logs provided detailed insights into their individual writing approaches. The results generally align with previous findings but reveal notable differences depending on the severity of the difficulties. Two students with moderate challenges paused extensively to consider spelling, formulation, and word choice, while one student with more pronounced difficulties wrote rapidly and briefly to complete the task quickly. This nuanced analysis highlights the diversity of writing profiles among students with decoding and spelling difficulties and underscores the need for tailored support to help them produce higher-quality texts
Argumentative · Decoding methods · Keystroke logging · Lexical Diversity · Spelling · Reading and Literacy Development · Text Readability and Simplification · Writing and Handwriting Education
The Science of Reading
The simple view of reading
Keystroke Logging in Writing Research
Semantic Processing and the Development of Word-Recognition Skills
A capacity theory of writing
Ending the Reading Wars
Reading Ability
Getting a grip on the writing process
Writing and Revision Strategies of Students With and Without Dyslexia
Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis
Phonological skills and their role in learning to read
| Citation velocity | historical |
|---|---|
| Highly cited | No |