Author(s)

Peter Wallis¹, Todd Richards², Peter Boord², Robert Abbott³, Virginia Berninger¹

¹Educational Psychology—Learning Sciences and Human Development, University of Washington, Seattle, USA.
²Integrated Brain Imaging Center, Department of Radiology, University of Washington, Seattle, USA.
³Educational Psychology—Quantitative Studies, Statistics and Measurement, University of Washington, Seattle, USA.

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.

Transcription, Translation, Dysgraphia, Dyslexia, Typical Writing Development

Wallis, P. , Richards, T. , Boord, P. , Abbott, R. and Berninger, V. (2017) Relationships between Translation and Transcription Processes during fMRI Connectivity Scanning and Coded Translation and Transcription in Writing Products after Scanning in Children with and without Transcription Disabilities. Creative Education, 8, 716-748. doi: 10.4236/ce.2017.85055.