{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,10,5]],"date-time":"2026-10-05T04:07:58Z","timestamp":1791173278476,"version":"4.1.0"},"reference-count":65,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2013,5,29]],"date-time":"2013-05-29T00:00:00Z","timestamp":1369785600000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2013,8]]},"abstract":"<jats:p>Research on dyslexia has largely centred on reading. The aim of this study was to assess the writing of 13 children with and 28 without dyslexia at age 11\u2009years. A programme for keystroke logging was used to allow recording of typing activity as the children performed a sentence dictation task. Five sentences were read aloud twice each. The task was to type the sentence as correctly as possible, with no time constraints. The data were analysed from a product (spelling, grammar and semantics) and process (transcription fluency and revisions) perspective, using repeated measures ANOVA and <jats:italic>t<\/jats:italic>\u2010tests to investigate group differences. Furthermore, the data were correlated with measures of rapid automatic naming and working memory. Results showed that the group with dyslexia revised their texts as much as the typical group, but they used more time, and the result was poorer. Moreover, rapid automatic naming correlated with transcription fluency, and working memory correlated with the number of semantic errors. This shows that dyslexia is generally not an issue of effort and that cognitive skills that are known to be important for reading also affect writing. 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