Planificación, composición y revisión: Habilidades de escritura en universitarios con y sin dislexia

• Autores: Andrés Carnota, Paz Suárez Coalla
• Localización: Revista de Investigación en Logopedia, ISSN-e 2174-5218, Vol. 15, Nº. 2, 2025
• Idioma: español
• DOI: 10.5209/rlog.99687
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    La dislexia es una dificultad específica que afecta las habilidades de escritura incluso en adultos con alto nivel educativo. Este estudio analiza las habilidades de planificación, composición escrita y revisión en la producción de un texto argumentativo en 40 estudiantes universitarios españoles con y sin dislexia. Los participantes completaron una tarea dividida en tres fases: planificación, composición y revisión. Los resultados indican que los estudiantes con dislexia realizaron planificaciones menos complejas. En la calidad textual, se observaron diferencias significativas en la escala de cohesión, mientras que el resto de las escalas no fueron concluyentes. Además, se analizaron los tipos de errores cometidos por ambos grupos y su capacidad para corregirlos eficazmente. El grupo con dislexia presentó más errores ortográficos, de acentuación y de puntuación, que persistieron tras la fase de revisión. Sin embargo, ambos grupos realizaron un número similar de revisiones léxico-semánticas dirigidas a mejorar el texto. Estos hallazgos destacan las dificultades específicas en planificación y revisión en adultos con dislexia, y subrayan la necesidad de intervenciones que permitan mejorar estas habilidades para acercar su rendimiento al de sus pares sin dislexia

  • English

    Dyslexia is a specific difficulty affecting writing skills, even in highly educated adults. This study analyzes planning, written composition, and revision skills in the production of an argumentative text by 40 Spanish university students with and without dyslexia. Participants completed a task divided into three phases: planning, composition, and revision. Regarding text quality, significant differences were observed in the cohesion scale, while the remaining scales did not yield conclusive results. Additionally, the types of errors committed by both groups and their ability to effectively correct them were analyzed. The dyslexic group made more spelling, accentuation, and punctuation errors, which persisted after the revision phase.

    However, both groups carried out a similar number of lexical-semantic revisions aimed at improving their texts. These findings highlight specific difficulties in planning and revision among adults with dyslexia and underscore the need for interventions targeting these skills to bring their performance closer to that of their peers without dyslexia

• Referencias bibliográficas
  • Abbott, R. D., y Berninger, V. W. (1993). Structural equation modeling of relationships among developmental skills and writing skills in primary–...
  • Afonso, O., Carbajo, M., Martínez-García, C., y Suárez-Coalla, P. (2022). Characteristics of the written compositions of Spanish children...
  • Afonso, O., Suárez-Coalla, P., y Cuetos, F. (2015). Spelling impairments in Spanish dyslexic adults. Frontiers in Psychology, 6. https://doi.org/10.3389/fpsyg.2015.00466
  • Afonso, O., Suárez-Coalla, P., González-Martín, N., y Cuetos, F. (2018). The impact of word frequency on peripheral processes during handwriting:...
  • Alves, R. A., y Limpo, T. (2015). Progress in written language bursts, pauses, transcription, and written composition across schooling. Scientific...
  • Arrimada, M., Torrance, M., y Fidalgo, R. (2019). Effects of teaching planning strategies to first‐grade writers. British Journal of Educational...
  • Berninger, V. W., Cartwright, A. C., Yates, C. M., Swanson, H. L., y Abbott, R. D. (1994). Developmental skills related to writing and reading...
  • Berninger, V. W., y Swanson, H. L. (1994). Modifying Hayes and Flower’s model of skilled writing to explain beginning and developing writing....
  • Berninger, V., Whitaker, D., Feng, Y., Swanson, H., y Abbott, R. D. (1996). Assessment of planning, translating, and revising in junior high...
  • Berninger, V. W., y Winn, W. D. (2006). Implications of advancements in brain research and technology for writing development, writing instruction,...
  • Berninger, V., Yates, C., Cartwright, A., Rutberg, J., Remy, E., y Abbott, R. (1992). Lower-level developmental skills in beginning writing....
  • Bogdanowicz, K. M., Łockiewicz, M., Bogdanowicz, M., y Pąchalska, M. (2014). Characteristics of cognitive deficits and writing skills of Polish...
  • Cavalli, E., Casalis, S., Ahmadi, A. E., Zira, M., Poracchia-George, F., y Colé, P. (2016). Vocabulary skills are well developed in university...
  • Chanquoy, L. (2009). Revision processes. s. En R. Beard, D. Myhill, J. Riley y M. Nystrand (Eds.) The Sage Handbook of Writing Development...
  • Connelly, V., Campbell, S., MacLean, M., y Barnes, J. (2006). Contribution of lower order skills to the written composition of college students...
  • Crossley, S. (2020). Linguistic features in writing quality and development: An overview. Journal of Writing Research, 11(vol. 11 issue 3),...
  • Cuetos, F. (1993). Writing processes in a shallow orthography. Reading and Writing, 5(1), 17-28. https://doi. org/10.1007/bf01026916
  • Cuetos, F., Arribas, D., y Ramos, J. L. (2016). Prolec-Se-R. Batería de evaluación de los procesos lectores en secundaria y bachillerato....
  • Cuetos, F., Arribas, D., Suárez-Coalla, P., & Martínez-García, C. (2020). Prolexia, Diagnóstico y Detección Temprana de la Dislexia. TEA...
  • Cuetos, F.., Sánchez, J. L. R., y Ruano, E. (2004). PROESC: evaluación de los procesos de escritura. https:// digibuo.uniovi.es/dspace/handle/10651/54840
  • Fidalgo, R., Torrance, M., y García, J. (2008). The long-term effects of strategy-focussed writing instruction for grade six students. Contemporary...
  • Fitzgerald, J. (1987). Research on Revision in Writing. Review of Educational Research, 57(4), 481-506. https:// doi.org/10.3102/00346543057004481
  • Galbraith, D., Baaijen, V., Smith-Spark, J., y Torrance, M. (2012). Chapter 2.02.06: The effects of dyslexia on the writing processes of students...
  • Graham, S. (2018). A revised writer(s)-within-community model of writing. Educational Psychologist, 53(4), 258-279. https://doi.org/10.1080/00461520.2018.1481406
  • Graham, S., Gillespie, A., y McKeown, D. (2012). Writing: importance, development, and instruction. Reading and Writing, 26(1), 1-15. https://doi.org/10.1007/s11145-012-9395-2
  • Graham, S., McKeown, D., Kiuhara, S., y Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades....
  • Graham, S., y Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3),...
  • Gregg, N., Coleman, C., Davis, M., y Chalk, J. C. (2007). Timed essay writing. Journal of Learning Disabilities, 40(4), 306-318. https://doi.org/10.1177/00222194070400040201
  • Hatcher, J., Snowling, M. J., y Griffiths, Y. M. (2002). Cognitive assessment of dyslexic students in higher education. British Journal of...
  • Hayes, J. R., y Flower, L. (1980). Identifying the organization of the writing process. En Gregg, Lee; Steinberg, Erwin (eds.) Cognitive processes...
  • Hayes, J. R., y Flower, L. S. (1986). Writing research and the writer. American Psychologist, 41(10), 1106-1113. https://doi.org/10.1037/0003-066x.41.10.1106
  • Kellogg, R. T. (1990). Effectiveness of prewriting strategies as a function of task demands. The American Journal of Psychology, 103(3), 327....
  • Kellogg, R. T., y Raulerson, B. A. (2007). Improving the writing skills of college students. Psychonomic Bulletin & Review, 14(2), 237-242....
  • Lázaro, M., Salceda, J. C. R., Ferrero, M., Suárez-Coalla, P., Saldaña, D., Perea, M., y Acha, J. (2024). Atención a las personas con dislexia...
  • Limpo, T., y Alves, R. A. (2013). Modeling writing development: Contribution of transcription and self-regulation to Portuguese students’...
  • Limpo, T., y Alves, R. A. (2018). Effects of planning strategies on writing dynamics and final texts. Acta Psychologica, 188, 97-109. https://doi.org/10.1016/j.actpsy.2018.06.001
  • Limpo, T., Alves, R. A., y Fidalgo, R. (2014). Children’s high‐level writing skills: Development of planning and revising and their contribution...
  • Lyon, G. R., Shaywitz, S. E., y Shaywitz, B. A. (2003). A definition of dyslexia. Annals of Dyslexia, 53(1), 1-14. https://doi.org/10.1007/s11881-003-0001-9
  • Martínez-García, C., Afonso, O., Cuetos, F., y Suárez-Coalla, P. (2021). Handwriting production in Spanish children with dyslexia: spelling...
  • McCutchen, D. (2000). knowledge, processing, and working memory: Implications for a theory of writing. Educational Psychologist, 35(1), 13-23....
  • McNamara, D. S., Crossley, S. A., y McCarthy, P. M. (2010). Linguistic features of writing quality. Written Communication, 27(1), 57-86. https://doi.org/10.1177/0741088309351547
  • Mortimore, T., y Crozier, W. R. (2006). Dyslexia and difficulties with study skills in higher education. Studies in Higher Education, 31(2),...
  • Olinghouse, N. G., y Graham, S. (2009). The relationship between the discourse knowledge and the writing performance of elementary-grade students....
  • Olive, T. (2014). Toward a parallel and cascading model of the writing system: A review of research on writing processes coordination. Journal...
  • Olive, T., y Kellogg, R. T. (2002). Concurrent activation of high– and low-level production processes in written composition. Memory &...
  • O’Rourke, L., Connelly, V., Barnett, A. L., y Afonso, O. (2020). Spellcheck has a positive impact on spelling accuracy and might improve lexical...
  • Schaeffer, G. A., Briel, J. B., Fowles, M. E., Boodoo, G., Braun, H., Lewis, C., y Thayer, D. (2001). Psychometric evaluation of the new GRE®...
  • Shaywitz, S. E., y Shaywitz, B. A. (2003). Dyslexia (Specific reading disability). Pediatrics in Review, 24(5), 147- 153. https://doi.org/10.1542/pir.24-5-147
  • Smith-Spark, J. H., y Fisk, J. E. (2007). Working memory functioning in developmental dyslexia. Memory, 15(1), 34-56. https://doi.org/10.1080/09658210601043384
  • Suárez-Coalla, P., Afonso, O., Martínez-García, C., y Cuetos, F. (2020). Dynamics of sentence handwriting in dyslexia: The impact of frequency...
  • Sumner, E., y Connelly, V. (2020). Writing and revision strategies of students with and without dyslexia. Journal of Learning Disabilities,...
  • Sumner, E., Connelly, V., y Barnett, A. L. (2013). Children with dyslexia are slow writers because they pause more often and not because they...
  • Sumner, E., Connelly, V., y Barnett, A. L. (2014). The influence of spelling ability on vocabulary choices when writing for children with...
  • Tops, W., Callens, M., Lammertyn, J., Van Hees, V., y Brysbaert, M. (2012). Identifying students with dyslexia in higher education. Annals...
  • Torrance, M., Fidalgo, R., y García, J. (2007). The teachability and effectiveness of cognitive selfregulation in sixth-grade writers. Learning...
  • Vellutino, F. R., Scanlon, D. M., y Tanzman, M. S. (1994). Components of reading ability: Issues and problems in operationalizing word identification,...
  • Wechsler, D. (1955). Manual for the Wechsler Adult Intelligence Scale. En Psychological Corp. eBooks. http:// ci.nii.ac.jp/ncid/BA36352251
  • Wengelin, Å. (2007). Chapter 5: The word-level focus in text production by adults with reading and writing difficulties. En Torrance, M.,...
  • Zimmerman, B. J., y Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology,...