ArticleJournal of school psychology2008
Writing problems in developmental dyslexia: under-recognized and under-treated.
Article in Journal of school psychology, 2008. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 53 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
53 citing papers in PubMed, 344 citations in OpenAlex.
- Spelling Errors of Dyslexic Children in Bosnian Cyrillic and Latin Script.Journal of psycholinguistic research · 2026Article
- Beyond Spelling: Oral and Written Expository Discourse Skills in Adolescents With Dyslexia.Dyslexia (Chichester, England) · 2026Article
- Article
- A stroke-level large-scale database of Chinese character handwriting and the OpenHandWrite_Toolbox for handwriting research.Behavior research methods · 2026Article
- Orthographic Knowledge as a Predictor of Writing Composition in European Portuguese: A Longitudinal Study in Grade 2.Behavioral sciences (Basel, Switzerland) · 2026Article
- Combined Cognitive and Motor Training Improves Reading, Writing and Motor Coordination in Dyslexic Children.Pediatric reports · 2025Article
- Writing Fluency: Its Relations With Language, Cognitive, and Transcription Skills, and Writing Quality Using Longitudinal Data From Kindergarten to Grade 2.Journal of educational psychology · 2024Article
- A Scoping Review on Movement, Neurobiology and Functional Deficits in Dyslexia: Suggestions for a Three-Fold Integrated Perspective.International journal of environmental research and public health · 2023Article
- Phoneme Representation and Articulatory Impairment: Insights from Adults with Comorbid Motor Coordination Disorder and Dyslexia.Brain sciences · 2023Article
- Reading-to-Writing Mediation model of higher-order literacy.Frontiers in psychology · 2023Article
- Bridging the writing gap in studying language related disorders: the process and the product.Frontiers in psychology · 2023Article
- Self-efficacy for writing and written text quality of upper secondary students with and without reading difficulties.Frontiers in psychology · 2023Article
- Trends in Dyslexia Research during the Period 1950 to 2020-Theories, Definitions, and Publications.Brain sciences · 2022Review
- Automaticity and Executive Abilities in Developmental Dyslexia: A Theoretical Review.Brain sciences · 2022Review
- Evidence of Altered Functional Connectivity at Rest in the Writing Network of Children with Dyslexia.Brain sciences · 2022Article
- Expanding the Direct and Indirect Effects Model of Writing (DIEW): Reading-Writing Relations, and Dynamic Relations As a Function of Measurement/Dimensions of Written Composition.Journal of educational psychology · 2022Article
- Text Reading Fluency and Text Reading Comprehension Do Not Rely on the Same Abilities in University Students With and Without Dyslexia.Frontiers in psychology · 2022Article
- The Interface Between Reading and Handwriting.Frontiers in psychology · 2022Article
- The Not-So-Simple View of Writing in Struggling Readers/Writers.Reading & writing quarterly : overcoming learning difficulties · 2022Article
- In a split second: Handwriting pauses in typical and struggling writers.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
5 authors at 2 institutions in 1 country.
Funding
Abstract
The International Dyslexia Association defines dyslexia as unexpected problems of neurobiological origin in accuracy and rate of oral reading of single real words, single pseudowords, or text or of written spelling. However, prior research has focused more on the reading than the spelling problems of students with dyslexia. A test battery was administered to 122 children who met inclusion criteria for dyslexia and qualified their families for participation in a family genetics study that has been ongoing for over a decade. Their parents completed the same test battery. Although a past structural equation modeling study of typically developing children identified a significant path from handwriting to composition quality, the current structural equation modeling study identified a significant path from spelling to composition for children and their parents with dyslexia. Grapho-motor planning did not contribute uniquely to their composition, showing that writing is not just a motor skill. Students with dyslexia do have a problem in automatic letter writing and naming, which was related to impaired inhibition and verbal fluency, and may explain their spelling problems. Results are discussed in reference to the importance of providing explicit instruction in the phonological, orthographic, and morphological processes of spelling and in composition to students with dyslexia and not only offering accommodation for their writing problems.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.