Matches in UGent Biblio for { <https://biblio.ugent.be/publication/2975426#aggregation> ?p ?o. }
Showing items 1 to 36 of
36
with 100 items per page.
- aggregation classification "A1".
- aggregation creator person.
- aggregation creator person.
- aggregation creator person.
- aggregation creator person.
- aggregation creator person.
- aggregation date "2013".
- aggregation format "application/pdf".
- aggregation hasFormat 2975426.bibtex.
- aggregation hasFormat 2975426.csv.
- aggregation hasFormat 2975426.dc.
- aggregation hasFormat 2975426.didl.
- aggregation hasFormat 2975426.doc.
- aggregation hasFormat 2975426.json.
- aggregation hasFormat 2975426.mets.
- aggregation hasFormat 2975426.mods.
- aggregation hasFormat 2975426.rdf.
- aggregation hasFormat 2975426.ris.
- aggregation hasFormat 2975426.txt.
- aggregation hasFormat 2975426.xls.
- aggregation hasFormat 2975426.yaml.
- aggregation isPartOf urn:issn:0922-4777.
- aggregation language "eng".
- aggregation rights "I have transferred the copyright for this publication to the publisher".
- aggregation subject "Social Sciences".
- aggregation title "Beyond spelling: the writing skills of higher education students with dyslexia".
- aggregation abstract "To have a clearer idea of the problems students with dyslexia may face during their studies, we compared writings of 100 students with dyslexia and 100 age matched control students in higher education. The aim of this study was to compare the writing of young adults with dyslexia and young adults without dyslexia. The study was carried out in Belgium with writers of Dutch. First, we studied the number and type of spelling errors, the quality of the texts produced, the use of words, and the handwriting, both in a précis writing task (writing a summary of an informative text) and in a dictation task (sentence writing). Our results showed medium to large effect sizes for spelling errors: d = .93 for morphosyntactic spelling errors, d = .55 for memory-related spelling errors, and a medium effect size for punctuation and capitalization errors, d = .40. Second, experts who were blind to the aims of the study were asked to judge the quality of the writing of both groups based on transcriptions that were free from spelling errors. The quality of the texts produced was judged lower for students with dyslexia than for the controls, d = .61 for text structure and d = .56 for agreeability, even though the number and types of words used by both groups were very much the same. There was no significant difference in the quality of the handwriting, d = .15. Given that remedial teaching has been shown to be effective for essay-writing skills, educational support along these lines may be helpful for students with dyslexia.".
- aggregation authorList BK978190.
- aggregation endPage "720".
- aggregation issue "5".
- aggregation startPage "705".
- aggregation volume "26".
- aggregation aggregates 2975510.
- aggregation isDescribedBy 2975426.
- aggregation similarTo s11145-012-9387-2.
- aggregation similarTo LU-2975426.