{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,2]],"date-time":"2026-06-02T14:07:11Z","timestamp":1780409231263,"version":"3.54.1"},"reference-count":64,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2023,2,9]],"date-time":"2023-02-09T00:00:00Z","timestamp":1675900800000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2023,5]]},"abstract":"<jats:p>The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them\u2014according to capacity theory applied to written text production (McCutchen, <jats:italic>Educational Psychology Review<\/jats:italic>, <jats:bold>8<\/jats:bold>, 1996, 299)\u2014to allocate more cognitive resources to higher\u2010level processes (Bereiter &amp; Scardamalia, <jats:italic>The psychology of written composition<\/jats:italic>. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol &amp; Miret, <jats:italic>Psychologie Fran\u00e7aise<\/jats:italic>, <jats:bold><jats:italic>50<\/jats:italic><\/jats:bold>, 2005, 391). Moreover, Morken and Helland (<jats:italic>Dyslexia, <jats:bold>19<\/jats:bold><\/jats:italic>, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur\u2010Palandre, D\u00e9veloppements (Revue Interdisciplinaire du d\u00e9veloppement Cognitif Normal et Pathologique), <jats:bold><jats:italic>18<\/jats:italic><\/jats:bold>, 2016, 177), what is the impact on higher\u2010level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz &amp; Breznitz, <jats:italic>International Journal of Disability, Development and Education<\/jats:italic>, <jats:bold>58<\/jats:bold>, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants.<\/jats:p>","DOI":"10.1002\/dys.1734","type":"journal-article","created":{"date-parts":[[2023,2,9]],"date-time":"2023-02-09T08:47:12Z","timestamp":1675932432000},"page":"116-135","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":12,"title":["The revision process during handwritten text production: The case of French higher education students with dyslexia"],"prefix":"10.1002","volume":"29","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7577-6872","authenticated-orcid":false,"given":"Audrey","family":"Mazur","sequence":"first","affiliation":[{"name":"Laboratoire d'Excellence ASLAN, \u00c9cole Normale Sup\u00e9rieure de Lyon Universit\u00e9 Lyon 2  Lyon Cedex 07 France"},{"name":"Laboratoire CNRS ICAR (UMR 5191), \u00c9cole Normale Sup\u00e9rieure de Lyon Universit\u00e9 Lyon 2  Lyon Cedex 07 France"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Florence","family":"Chenu","sequence":"additional","affiliation":[{"name":"Laboratoire CNRS DDL (UMR 5596), MSH\u2010LSE  Lyon Cedex 07 France"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2023,2,9]]},"reference":[{"key":"e_1_2_12_2_1","first-page":"298","article-title":"Les \u00e9tudiants dyslexiques \u00e0 l'universit\u00e9. 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