Abstract
Writing fluency has received far less research attention than fluency in other academic areas such as reading. In this chapter, we present the theoretical and empirical research on the development of fluent writing for children in prekindergarten to third grade. Existing work on assessing fluent writing within a curriculum-based measurement (CBM; Deno, Exceptional Children, 52, 219-232, 1985) framework is reviewed. Assessments tapping multiple levels of language (letter, word, sentence, and discourse) are described. This chapter also identifies the importance of fluent writing in school-based efforts for universal screening, progress monitoring, instruction, and supplemental interventions. Lastly, the chapter identifies gaps in the existing literature and targets for future research.
Original language | English (US) |
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Title of host publication | The Fluency Construct |
Subtitle of host publication | Curriculum-Based Measurement Concepts and Applications |
Publisher | Springer New York |
Pages | 21-66 |
Number of pages | 46 |
ISBN (Electronic) | 9781493928033 |
ISBN (Print) | 9781493928026 |
DOIs | |
State | Published - Jan 1 2015 |
Bibliographical note
Publisher Copyright:© Springer Science+Business Media, LLC 2016.
Keywords
- Assessment
- CBM-writing
- Curriculum-based measurement
- Instruction
- Writing fluency
- Written expression