Language represented through a writing system, including reading and written production. Spelling, text generation and comprehension make partly different demands.
Generating and organising written text. Vocabulary, sentence formulation and discourse interact with spelling, transcription and planning demands.[ref]
Constraints in the production of written text in children with specific language impairments by Julie E. Dockrell and others. Exceptional Children 73, 147–164; 64 children with language-impairment history, measures at eight and written text at ten
Processes producing the written form, including spelling and the mechanics of recording text. Dictated and independent composition differ in these demands as well as in available support.
Producing conventional written word forms. Immediate phonological plausibility, knowledge of a particular spelling and fluent written production are distinguishable achievements.
The conventional organisation of a writing system, including recurring patterns and relations to language.
The degree of complexity or inconsistency in mappings between written and spoken forms. Its consequences depend on the units and outcomes assessed; early pronunciation accuracy, fluency and comprehension need not show identical patterns.
An experimentally defined writing system with unfamiliar symbols and controlled mappings. It permits manipulation of learning history while requiring separate tests of generalisation to natural reading.[ref]
The influence of consistency, frequency, and semantics on learning to read: an artificial orthography paradigm by Joanne S. H. Taylor and others. Journal of Experimental Psychology: Learning, Memory, and Cognition 37, 60–76; sixteen/32 adults, novel script, frequency/consistency and pretraining
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