Students with dyslexia encounter writing challenges, and as theorized, a central writing element is associated with some cognitive writing development models. The writing challenges are attributed to the reading difficulties found in students with dyslexia. The challenges can manifest in several ways in their writing, like poor eligibility, poor spelling, poor notion development, diverse vocabulary absence, and organization failure.
Based on the working memory model illustrations, the writing difficulties among students with dyslexia occur because of two overarching reasons. As Hebert et al. shows, reading and writing depend on the attributed underlying cognitive processes.
Two, reading is a sub-skill needed throughout the development of writing among students with dyslexia. It, therefore, becomes a necessity for writers to read source materials before they can write their text. Further, writers require reading and rereading their writings to identify text problems.