Abstract
Students with transcription disabilities (dysgraphia/impaired handwriting, n = 13 or dyslexia/impaired word spelling, n = 16) or without transcription disabilities (controls) completed transcription and translation (idea generating, planning, and creating) writing tasks during fMRI connectivity scanning and compositions after scanning, which were coded for transcription and translation variables. Compositions in both groups showed diversity in genre beyond usual narrative-expository distinction; groups differed in coded transcription but not translation variables. For the control group specific transcription or translation tasks during scanning correlated with corresponding coded transcription or translation skills in composition, but connectivity during scanning was not correlated with coded handwriting during composing in dysgraphia group and connectivity during translating was not correlated with any coded variable during composing in dyslexia group. Results are discussed in reference to the trend in neuroscience to use connectivity from relevant seed points while performing tasks and trends in education to recognize the generativity (creativity) of composing at both the genre and syntax levels.
Highlights
Of the brain imaging studies of individuals with specific learning disabilities (SLDs), relatively more of these studies have focused on reading disabilities than writing disabilities
Students with transcription disabilities or without transcription disabilities completed transcription and translation writing tasks during Functional magnetic resonance imaging (fMRI) connectivity scanning and compositions after scanning, which were coded for transcription and translation variables
For the control group specific transcription or translation tasks during scanning correlated with corresponding coded transcription or translation skills in composition, but connectivity during scanning was not correlated with coded handwriting during composing in dysgraphia group and connectivity during translating was not correlated with any coded variable during composing in dyslexia group
Summary
Of the brain imaging studies of individuals with specific learning disabilities (SLDs), relatively more of these studies have focused on reading disabilities than writing disabilities. The current study included both translation and transcription processes but contrasted children who did or did not have a specific developmental writing disability in transcription (either subword handwriting or word spelling) in the relationships between specific transcription or translation tasks during connectivity scanning with coded transcription or translation variables in composition products outside the scanner. The first research aim was to develop a coding scheme for the compositions planned during scanning but written outside the scanner for both the transcription and translation variables ob-. The second research aim was to evaluate whether the three diagnostic groups, who were identified based on comprehensive assessment with normed measures prior to brain scanning as having or not having dysgraphia or dyslexia, differed on the coded transcription outcomes in the compositions written outside the scanner. Two coders developed and applied the coding scheme and established interrater reliability for using it
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