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In this context, the question arises whether changes in writing mode (i.e., handwriting vs. computer\u2010keyboard typing) also require changes in writing assessments. However, data directly comparing writing mode influences in children with and without developmental writing deficits are scarce. This study investigated the influence of writing mode in German\u2010speaking, typically developing children and children with developmental dyslexia (DD) from two different levels. Results showed on a general level that writing mode influenced overall <jats:italic>spelling accuracy<\/jats:italic>, <jats:italic>writing time<\/jats:italic>, and <jats:italic>self\u2010corrections<\/jats:italic> comparably in children with and without DD. On a rule\u2010specific level, outcomes for writing time and self\u2010corrections substantiated these findings. However, as regards <jats:italic>spelling accuracy<\/jats:italic>, a mode effect was only apparent for capitalization, whereas other spelling rules\u00a0were resistant to writing mode influences. Present findings suggest that a mode effect is present only for typing specific aspects (e.g., capitalization) rather than reflecting a general influence on orthographic principles (e.g., grapheme\u2013phoneme assignment, morphologic principles). These mode\u2010specific aspects seem to comparably affect the writing performance of typically developing children and children with DD. We recommend writing assessments to consider that different writing modes may influence individual spelling rules differently.<\/jats:p>","DOI":"10.1002\/dys.1675","type":"journal-article","created":{"date-parts":[[2021,2,22]],"date-time":"2021-02-22T06:34:45Z","timestamp":1613975685000},"page":"373-410","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":8,"title":["Mode effect: An issue of perspective? 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