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High school students with dyslexia might therefore be at a disadvantage, as at least their spelling performance is typically poor(er). Furthermore, these students might show less sophisticated linguistic features of texts, such as word length and sentence complexity, that might also be related to text quality. We compared narratives written by Dutch high school students (mean age 13.7\u2009years) with (<jats:italic>n<\/jats:italic>\u2009=\u200928) and without (<jats:italic>n<\/jats:italic>\u2009=\u200929) dyslexia. Students with dyslexia's texts contained more spelling errors and poorer handwriting quality, but not more punctuation errors. Teacher\u2010rated general text quality was lower for the texts of students with dyslexia in uncorrected versions. When spelling and punctuation errors were corrected, no teacher\u2010rated text quality differences emerged. No differences in linguistic text features were found. Furthermore, spelling, punctuation and, to a lesser extent, number of words per sentence clause were related to ratings of text quality across participants. These results confirm the influence of presentation features on text quality rating. They encourage teachers to be aware of this effect and emphasize the importance of spelling and writing support and interventions for students with dyslexia throughout education.<\/jats:p>","DOI":"10.1002\/dys.1786","type":"journal-article","created":{"date-parts":[[2024,8,28]],"date-time":"2024-08-28T05:40:01Z","timestamp":1724823601000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Presentation matters: Surface text features and text quality in written narratives of Dutch high school students with and without dyslexia"],"prefix":"10.1002","volume":"30","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-7203-8943","authenticated-orcid":false,"given":"Loes","family":"Bazen","sequence":"first","affiliation":[{"name":"Research Institute of Child Development and Education University of Amsterdam  Amsterdam The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Madelon","family":"van den Boer","sequence":"additional","affiliation":[{"name":"Research Institute of Child Development and Education University of Amsterdam  Amsterdam The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5258-7518","authenticated-orcid":false,"given":"Elise H.","family":"de Bree","sequence":"additional","affiliation":[{"name":"Research Institute of Child Development and Education University of Amsterdam  Amsterdam The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Peter F.","family":"de Jong","sequence":"additional","affiliation":[{"name":"Research Institute of Child Development and Education University of Amsterdam  Amsterdam The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2024,8,27]]},"reference":[{"key":"e_1_2_10_2_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2015.00466"},{"key":"e_1_2_10_3_1","doi-asserted-by":"publisher","DOI":"10.1176\/appi.books.9780890425596"},{"key":"e_1_2_10_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/0022219419892845"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1002\/dys.1652"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1080\/01638530709336894"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.2307\/1511269"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jsp.2006.11.008"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10579-022-09603-6"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.ijpsycho.2013.03.005"},{"issue":"3","key":"e_1_2_10_11_1","first-page":"3","article-title":"Spelling in het onderwijs: Hoe staat het ermee, en hoe kan het beter? 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