Theorization and an Empirical Investigation of the Component-based and Developmental Text Writing Fluency Construct

摘要

We present and test our component-based and developmental view of text writing fluency, using data from children in Grades 2 and 3. We defined text writing fluency as efficiency and automaticity in writing connected texts which acts as a mediator between text generation (oral language) and transcription skills, and writing quality. In the beginning phase, text writing fluency would be largely constrained by transcription skills (spelling and handwriting) whereas oral language would also make an independent contribution to text writing fluency at a later phase. Furthermore, text writing fluency would have a stronger relation with writing quality at a later phase than at an earlier phase. Text writing fluency was operationalized using two CBM writing scores, percent correct word sequences, and correct minus incorrect word sequences. Results revealed that in Grade 2, only transcription skills were uniquely related to text writing fluency whereas in Grade 3, oral language was also related to text writing fluency. Text writing fluency was weakly related to writing quality in Grade 2 but it was strongly related in Grade 3 over and above oral language and transcription skills. In both grades, oral language and handwriting fluency were independently related to writing quality. These results largely support our developmental and component-based view of text writing fluency and its role in writing development. Theoretical and practical implications are discussed.