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

Autor/inn/en	Kim, Young-Suk Grace; Gatlin, Brandy; Al Otaiba, Stephanie; Wanzek, Jeanne
Titel	Theorization and an Empirical Investigation of the Component-Based and Developmental Text Writing Fluency Construct
Quelle	In: Journal of Learning Disabilities, 51 (2018) 4, S.320-335 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219417712016
Schlagwörter	Grade 2; Grade 3; Elementary School Students; Case Studies; Writing (Composition); Writing Instruction; Curriculum Based Assessment; Achievement Tests; Listening Comprehension; Raw Scores; Structural Equation Models; Correlation; Oral Language; Learning Disabilities; Writing Skills; Spelling; Handwriting; Writing Evaluation; Statistical Analysis; Wechsler Individual Achievement Test; Woodcock Johnson Tests of Achievement; Oral and Written Language Scales + Suchen Sie Ihr Suchwort? School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; Case study; Fallstudie; Case Study; Schreibübung; Schreibunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Hörverständnis; Korrelation; Oral interpretation; Mündlicher Sprachgebrauch; Learning handicap; Lernbehinderung; Writing skill; Schreibfertigkeit; Schreibweise; Handschrift; Statistische Analyse; WIAT; Eignungsprüfung; Eignungstest
Abstract	We discuss a component-based, developmental view of text writing fluency, which we tested using data from children in Grades 2 and 3. "Text writing fluency" was defined as efficiency and automaticity in writing connected texts, which acts as a mediator between text generation (oral language), transcription skills, and writing quality. We hypothesized that in the beginning phase, text writing fluency would be largely constrained by transcription skills (spelling and handwriting), while at a later phase, oral language would make an independent contribution to text writing fluency. Furthermore, we hypothesized that text writing fluency would have a stronger relationship with writing quality at a later phase than at an earlier phase. We operationalized text writing fluency using two curriculum-based measurement writing scores: percentage 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 strongly related to writing quality 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. Theoretical and practical implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01