{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,21]],"date-time":"2026-02-21T02:32:25Z","timestamp":1771641145669,"version":"3.50.1"},"reference-count":82,"publisher":"Wiley","issue":"1","license":[{"start":{"date-parts":[[2024,12,3]],"date-time":"2024-12-03T00:00:00Z","timestamp":1733184000000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/"}],"funder":[{"DOI":"10.13039\/501100018692","name":"\u00c9cole Normale Sup\u00e9rieure de Lyon","doi-asserted-by":"publisher","id":[{"id":"10.13039\/501100018692","id-type":"DOI","asserted-by":"publisher"}]}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Dyslexia"],"published-print":{"date-parts":[[2025,2]]},"abstract":"<jats:title>ABSTRACT<\/jats:title><jats:p>Despite the persistent difficulties of people with dyslexia concerning writing, few studies examine the impact of dyslexia on the dynamic aspects of written text production. Our objective is to examine the written productions of students with dyslexia (<jats:italic>N<\/jats:italic>\u2009=\u200921), compared with matched control students (<jats:italic>N<\/jats:italic>\u2009=\u200922), taking into consideration online indicators. They were asked to produce spontaneous narrative and expository texts. The written texts (<jats:italic>N<\/jats:italic>\u2009=\u200986) were collected using the Eye and Pen software with digitising tablets. Results show significant differences between the two groups concerning bursts and some pause locations and durations. While previous works conclude that the spelling difficulties of university students do not impact the transcription process anymore, which means that they no longer have effects on the dynamics of writing, and thus on writing fluency, our study qualifies these conclusions. Indeed, our results show that students with dyslexia's word transcription is atypical and problematic in terms of online indicators: they display shorter bursts (number of units written without a pause) and make longer pauses, especially inside and before words and before punctuation signs. The way in which they allocate cognitive resources is still partially altered by cognitive obstacles; their transcription process is also slowed down and disorganises other high\u2010level cognitive operations.<\/jats:p>","DOI":"10.1002\/dys.1789","type":"journal-article","created":{"date-parts":[[2024,12,4]],"date-time":"2024-12-04T05:48:26Z","timestamp":1733291306000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Pauses in the Dynamics of Handwriting Production: Evidence of Persistent Difficulties in French Students With Dyslexia"],"prefix":"10.1002","volume":"31","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-7577-6872","authenticated-orcid":false,"given":"Audrey","family":"Mazur","sequence":"first","affiliation":[{"name":"Laboratoire CNRS ICAR UMR 5191, CNRS, Universit\u00e9 Lyon 2 et ENS de Lyon"},{"name":"Laboratoire d'Excellence ASLAN Universit\u00e9 de Lyon"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Matthieu","family":"Quignard","sequence":"additional","affiliation":[{"name":"Laboratoire CNRS ICAR UMR 5191, CNRS, Universit\u00e9 Lyon 2 et ENS de Lyon"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2024,12,3]]},"reference":[{"key":"e_1_2_16_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.cogdev.2020.100965"},{"key":"e_1_2_16_3_1","doi-asserted-by":"publisher","DOI":"10.3389\/fpsyg.2015.00466"},{"key":"e_1_2_16_4_1","article-title":"Variations of Chronometric Measures of Written Production Depending on Clause Packaging","volume":"17","author":"Ailhaud E.","year":"2018","journal-title":"CogniTextes [En ligne]"},{"key":"e_1_2_16_5_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-319-21136-7_17"},{"key":"e_1_2_16_6_1","first-page":"59","article-title":"Les enfants dyslexiques ont\u2010ils des difficult\u00e9s graphomotrices?","volume":"128","author":"Alamargot D.","year":"2014","journal-title":"ANAE\u2014Approche Neuropsychologique Des Apprentissages Chez l'Enfant"},{"key":"e_1_2_16_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/10888438.2015.1059838"},{"key":"e_1_2_16_8_1","volume-title":"The Psychology of Written Composition","author":"Bereiter C.","year":"1987"},{"key":"e_1_2_16_9_1","first-page":"203","volume-title":"Issues in the Theory of Language Acquisition","author":"Berman R.","year":"1998"},{"key":"e_1_2_16_10_1","doi-asserted-by":"publisher","DOI":"10.1075\/wll.5.1.02ber"},{"key":"e_1_2_16_11_1","first-page":"57","volume-title":"Advances in Cognition and Educational Practice, Children's Writing: Toward a Process Theory of the Development of Skilled Writing","author":"Berninger V.","year":"1994"},{"key":"e_1_2_16_12_1","first-page":"664","article-title":"Sur la vitesse des mouvements graphiques","volume":"35","author":"Binet A.","year":"1893","journal-title":"Revue Philosophique de la France et de L'\u00e9tranger"},{"key":"e_1_2_16_13_1","doi-asserted-by":"publisher","DOI":"10.4074\/S0003503308003059"},{"key":"e_1_2_16_14_1","first-page":"8","article-title":"L'\u00e9tude en temps r\u00e9el de la production du langage \u00e9crit, pourquoi et comment","author":"Bonin P.","year":"1996","journal-title":"\u00c9tudes de linguistique appliqu\u00e9e"},{"key":"e_1_2_16_15_1","doi-asserted-by":"publisher","DOI":"10.9734\/BJESBS\/2016\/20703"},{"key":"e_1_2_16_16_1","doi-asserted-by":"publisher","DOI":"10.1037\/0096-1523.14.1.45"},{"issue":"4","key":"e_1_2_16_17_1","first-page":"4","article-title":"Troubles d'\u00e9criture et dyslexie: Revue th\u00e9orique, aspects cliniques et approche exp\u00e9rimentale","volume":"13","author":"Brun\u2010Henin F.","year":"2012","journal-title":"Developpements"},{"key":"e_1_2_16_18_1","unstructured":"Cavalli E.2016.\u201cLa Lecture de L'adulte Dyslexique Universitaire.\u201dPh.D. Thesis Universit\u00e9 Aix\u2010Marseille Marseille France."},{"key":"e_1_2_16_19_1","first-page":"36","volume-title":"Theories, Models and Methodology in Writing Research","author":"Chanquoy L.","year":"1996"},{"key":"e_1_2_16_20_1","first-page":"145","volume-title":"Le Langage et ses Niveaux D\u2019analyse, Cognition, Production de Formes, Production du Sens","author":"Chenu F.","year":"2011"},{"key":"e_1_2_16_21_1","doi-asserted-by":"publisher","DOI":"10.3406\/psy.2005.29706"},{"key":"e_1_2_16_22_1","doi-asserted-by":"publisher","DOI":"10.1207\/s15326942dn2901_9"},{"key":"e_1_2_16_23_1","doi-asserted-by":"publisher","DOI":"10.1177\/0741088312451109"},{"key":"e_1_2_16_24_1","volume-title":"Dyslexia and Inclusion: Assessment and Support in Higher Education","author":"Farmer M.","year":"2002"},{"key":"e_1_2_16_25_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.psfr.2005.05.012"},{"key":"e_1_2_16_26_1","first-page":"151","article-title":"L'acquisition\/apprentissage de la morphologie du nombre. 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