The goal of this paper is to observe revision during handwritten text production of French students with and without dyslexia. Subjects with typical language development automate spelling during childhood and adolescence, progressively with experience, this enables them—according to capacity theory applied to written text production (McCutchen, Educational Psychology Review, 8, 1996, 299)—to allocate more cognitive resources to higher-level processes (Bereiter & Scardamalia, The psychology of written composition. Hillsdale: Lawrence Erlbaum, 1987). A lack of automation in spelling could result in poor compositional performance (Fayol & Miret, Psychologie Française, 50, 2005, 391). Moreover, Morken and Helland (Dyslexia, 19, 2013, 131) have shown that young children with dyslexia, engaged in a sentence dictation task, revise their text as much as control children, however their revisions are of lower quality. If students with dyslexia have not totally automated spelling (Mazur-Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18, 2016, 177), what is the impact on higher-level processes, such as revision? Our goal is to examine if students with dyslexia and control students proofread their texts in the same way. Results show that they display some similarity but students with dyslexia seem to have a deficit in the error detection mechanism (Horowitz & Breznitz, International Journal of Disability, Development and Education, 58, 2011, 33) and revisions are less efficient. We discuss these results by considering previous studies we conducted on spelling, speech and neuropsychological assessments of our dyslexic participants.

中文翻译：

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手写文本制作过程中的修改过程：以法国高等阅读障碍学生为例

本文的目的是观察有和没有阅读障碍的法国学生在手写文本制作过程中的修订。具有典型语言发展的受试者在童年和青春期自动拼写，随着经验的增加，这使他们能够——根据应用于书面文本生产的能力理论 (McCutchen, Educational Psychology Review, 8 , 1996 , 299)——将更多的认知资源分配给更高的级过程（Bereiter & Scardamalia，书面作文心理学。Hillsdale：Lawrence Erlbaum，1987）。拼写缺乏自动化可能会导致作文表现不佳（Fayol 和 Miret，Psychologie Française，50, 2005, 391). 此外，Morken 和 Helland ( Dyslexia, 19 , 2013, 131) 表明，患有阅读障碍的幼儿在执行句子听写任务时，与对照儿童一样修改他们的文本，但他们的修改质量较低。如果有阅读障碍的学生没有完全自动拼写（Mazur-Palandre, Développements (Revue Interdisciplinaire du développement Cognitif Normal et Pathologique), 18 , 2016, 177），对更高层次的过程有什么影响，比如复习？我们的目标是检查有阅读障碍的学生和对照学生是否以同样的方式校对他们的课文。结果显示它们显示出一些相似性，但有阅读障碍的学生似乎在错误检测机制方面存在缺陷（Horowitz 和 Breznitz，International Journal of Disability, Development and Education , 58 , 2011, 33) 和修订效率较低。我们通过考虑之前对阅读障碍参与者的拼写、言语和神经心理学评估进行的研究来讨论这些结果。