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This paper presents the analyses of a study about the spoken and written production of dyslexic university students. Texts written by dyslexic students (mean age: 21.7) and control students (mean age: 21.8) are analyzed in order to see if there are differences between these two populations when it comes to managing (1) spelling and (2) syntactic packaging. In previous analyses with the same populations, dyslexic students report still having difficulties when composing a written text, whether it be with spelling, syntax, or the organization of the text. Both a speech assessment and a neuropsychological assessment confirm that dyslexic students still have difficulties with spelling, as with reading, and that they also have an atypical attentional functioning. For this present study, dyslexic students, as well as a group of paired control students, were asked to produce written and spoken narrative and expository texts. The written texts, which were collected using Eye and Pen© software with graphics tablets, were transferred and coded using the CLAN program. The results reveal that, while both the dyslexic and control students have the same pattern of errors and encode their message with similar syntactic structures, dyslexic students make significantly more errors than control students, be it with lexical and grammatical spelling or with syntactic structures themselves.