Cognitive load and the writing process : the paradox of the dyslexic writer in higher education
Cognitive load and the writing process : the paradox of the dyslexic writer in higher education
This research examines the impact of the dyslexic cognitive profile on the writing process. Seven undergraduate and postgraduate students from a University have participated in this study. The research records writing behaviours which occurred during the production of a written assignment. The task environment is naturalistic and embedded in the student’s coursework. Real time sampling data are used in conjunction with semi-structured interviews, drafts of written work and final text products to examine how the dyslexic students meet the demands placed upon them in the writing process in a Higher Education environment.
The data show that, despite very individual cognitive profiles, a combination of working memory capacity and speed of processing deficits combined with weak literacy scores results in a disproportionate percentage of time being spent upon the translation component of the writing process. Thus, text generation and time and task are affected. The findings also demonstrate that these students have developed compensatory strategies, adapted to the cognitive deficits, to cope with the demand of this discourse community.
University of Southampton
Price, Geraldine
e6d0be3e-71e6-4d5a-a5ac-a37bbb2a6b31
2003
Price, Geraldine
e6d0be3e-71e6-4d5a-a5ac-a37bbb2a6b31
Price, Geraldine
(2003)
Cognitive load and the writing process : the paradox of the dyslexic writer in higher education.
University of Southampton, Doctoral Thesis.
Record type:
Thesis
(Doctoral)
Abstract
This research examines the impact of the dyslexic cognitive profile on the writing process. Seven undergraduate and postgraduate students from a University have participated in this study. The research records writing behaviours which occurred during the production of a written assignment. The task environment is naturalistic and embedded in the student’s coursework. Real time sampling data are used in conjunction with semi-structured interviews, drafts of written work and final text products to examine how the dyslexic students meet the demands placed upon them in the writing process in a Higher Education environment.
The data show that, despite very individual cognitive profiles, a combination of working memory capacity and speed of processing deficits combined with weak literacy scores results in a disproportionate percentage of time being spent upon the translation component of the writing process. Thus, text generation and time and task are affected. The findings also demonstrate that these students have developed compensatory strategies, adapted to the cognitive deficits, to cope with the demand of this discourse community.
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Published date: 2003
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Local EPrints ID: 465344
URI: http://eprints.soton.ac.uk/id/eprint/465344
PURE UUID: ff01cdc8-9369-4f12-813a-0d401367eb6a
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Date deposited: 05 Jul 2022 00:38
Last modified: 16 Mar 2024 20:07
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Author:
Geraldine Price
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