Writing Fluency Research Articles

The Role of Task Type in Enhancing Writing Fluency: A Study of Saudi Female University Students

The Role of Task Type in Enhancing Writing Fluency: A Study of Saudi Female University Students

The Effectiveness of a Differentiated Instruction-based Program for Developing English Writing Fluency among Preparatory Schoolers

The Effectiveness of a Differentiated Instruction-based Program for Developing English Writing Fluency among Preparatory Schoolers

Assessing the Quality of Complexity, Accuracy and Fluency in Expository Writing for EFL University Students

This study is concerned with assessing the quality of complexity, Accuracy and Fluency in expository writing. It aims at identifying and comparing:
 
 The quality of writing expository composition for EFL university students at the department of English, colleges of Education for humanities at Tikrit and Baghdad\ Ibn - Rushd universities.
 EFL university students' quality of writing expository composition in the light of the three principal dimensions: Complexity, Accuracy and Fluency at the two universities.
 
 The aims are achieved by applying a diagnostic test to 185 undergraduate EFL students, in the third year, English Departments, Colleges of Education for humanities, at Tikrit and Baghdad Universities. The study has conducted during the second semester of the academic year 2022-2023. The results have revealed that EFL university students have a low quality of writing in the three specified dimensions: complexity, accuracy and fluency. In the light of the results, some conclusions and recommendations have been presented.

Combining Sociocognitive-transformative Approach and Form-focused Instruction: Effects on L2 Learners’ Complexity, Accuracy and Fluency in Writing

Combining Sociocognitive-transformative Approach and Form-focused Instruction: Effects on L2 Learners’ Complexity, Accuracy and Fluency in Writing

Automaticity in Writing in Response to Reading: Relations between Oral Reading Fluency and Compositional Writing Fluency in Grades 3–5

Research has established that reading and writing skills are closely linked for most individuals, which can be explained by the shared knowledge and functional relations theoretical perspectives. The current study used quantile regression to explore differences between and within Grades 3–5 in the United States in the associations between a measure of reading automaticity (words correct per minute; WCPM) and writing automaticity (correct minus incorrect writing sequences; CIWS), when controlling for reading comprehension. Four hundred and twenty-two students completed a writing-in-response-to-reading task. Results indicated that WCPM and CIWS were significantly associated for most students in Grades 4 and 5 and only the strongest writers in Grade 3. In Grade 5, the association between reading and writing fluency were significantly stronger for the fluent writers than for the weaker and average writers. These results indicate that performance in writing-in-response-to-reading tasks may be facilitated by automaticity in reading, and that more automatic writers will typically also be automatic readers. The results suggest that late elementary grades may be an important developmental period for the integration of reading and writing fluency and that students may benefit from instruction to support this integration.

Promoting Writing Fluency of Young Adults in the Vocational Transition System (in the KOFISCH Project)

A remarkable proportion of young adults in the vocational transition system fail to meet even hierarchy-low requirements of professional writing. As a consequence, these young adults break off their writing process at an early stage, as participant observation undertaken in the BMBF-funded language-didactical and social-scientific project KOFISCH (Kompetenzförderung im Schreiben) have shown. This chapter presents materials from the KOFISCH project on the promotion of basic writing skills (writing fluency) of participants in measures of the transitional system. After an introductory part in which the importance of writing for the profession is discussed, the determinants of writing fluency are theoretically explained. As partial aspects of writing competence, these form the support areas (and concepts) of writing fluency, whose didactical approaches are explained in the third part.

P.220 Neuropsychological functioning in CMT type 2Z: A case report of language deficits masquerading as intellectual disability

CMT type 2Z is an increasingly studied form of CMT caused by mutation in the microrchidia family CW-type zinc finger 2 gene (<i>MORC2</i>). Intellectual disability is commonly reported in the small available literature in individuals with CMT2Z; however, neuropsychological data is lacking in this population, and especially in children. Here we present a case report of an 8-year-old boy with genetically confirmed CMT2Z due to a <i>de novo</i> pathogenic variant in the <i>MORC2</i> gene. This boy was referred for comprehensive neuropsychological evaluation by his neuromuscular multidisciplinary team. Results revealed a pattern of strengths and weaknesses consistent with parent report of developmental, language, and academic difficulties. However, overall thinking skills were highly variable, with Average visual and visuospatial skills in contrast to impaired verbal, working memory, and processing speed skills (WISC-V FSIQ=70, GAI=81; VCI=65, VSI=100, FRI=97, WMI=69, PSI=49). Level of independence day-to-day as rated by his mother fell in the impaired range (Vineland-3 ABC=67). Academic achievement was also impaired across skills (WIAT-III Early Reading Skills SS=40, Single Word Reading SS=52, Alphabet Writing Fluency SS=72, Spelling SS=51, Math Problem Solving SS=51, Numerical Operations SS=68). No clinically significant concerns were endorsed by his mother in terms of social-emotional functioning (i.e., externalizing, internalizing, or behavioral symptoms). Diagnostically, this child presents with a complex picture. Impairments in adaptive functioning raise concern for intellectual disability; however, given this child's uneven intellectual profile, with Average visual/visuospatial skills compared to impaired verbal skills, and impairments in virtually all other receptive and expressive language skills measured on exam, observed qualitatively, and reported by his mother, the most appropriate diagnosis is a language disorder. Children with language disorders have persistent difficulties in use of language due to deficits in production including reduced vocabulary, limited sentence structure, and impairments in discourse. Children with language disorders also have difficulties learning adaptive skills and with academic learning, which is also consistent with this child's profile. More research is needed, but the neurocognitive profile of children with CMT2Z is likely more complex than currently reported.

Writing Fluency and Digital Source Use in Authentic Academic Writing

This paper presents a case study that uses keystroke logging to explore writing fluency and digital source use during an authentic academic writing process in a novice student of data science through the lens of the Simple View of Writing. The study found that the writing of the literature review lasted for 11 hours distributed over 12 sessions. The sessions were thematically divided into four well-defined units with only minor overlaps that could be explained by the design of the task and that may reflect the non-linear and recursive implementation of writing processes at the text production, transcription and monitoring level. The findings suggested that the writer’s fluency, as measured by pauses, revisions and production rate, as well as digital source use reflect the cognitive effort involved in academic writing. The combined pause and revision data indicated a flexible writing profile depending on the complexity of the task at hand and on any approaching deadline for submission of a draft and receipt of feedback. The student demonstrated an effective source use in writing both for informative purposes in the results section and for argumentative purposes in the introduction and discussion. The findings may inform the teaching and learning of academic writing in terms of time allocation for the associated tasks and pedagogical support that addresses crucial language and genre knowledge as well as facilitates the text production and efficient source use.

The Effect of Using Personal Experience Journals on Writing Fluency and Writing Anxiety of Al-Aqsa University EFL Students

Journal writing strategy is useful for improving students' English as a foreign language writing. However, a few researchers have investigated the use of journal writing in Palestinian English as a foreign language instructional settings. The current study examined the effect of one of the journal writing types i.e., personal experience journals on writing fluency and writing anxiety of a sample of students majoring in English language at Al-Aqsa University. The researcher administered a writing test and a closed-questionnaire to 30 students, and conducted semi-structured interviews with 12 students selected from the 30 ones. The study concluded that using personal experience journals could develop the participants' writing fluency and reduce their writing anxiety. Additionally, the interviews data analysis revealed that the participants had positive views on personal experience journals. Based on the study results, the researcher offered relevant implications.

Positive Connection of Extensive Reading and Writing Fluency in EFL Learning

Extensive reading and writing fluency in language learning get connected to each other. The benefits include gains in reading and writing competence and skills. However, how far they get connected in EFL learning has not been discussed so far. This study examined the connection of extensive reading and writing fluency of the thirty-two students of the English Education Department at a university in Palangka Raya Kalimantan Tengah Indonesia. The correlational design was applied in this study. The online Extensive Reading Test (ERT) developed by Extensive Reading Foundation was used to get the students' extensive reading scores. To gain the students' writing fluency scores, a Writing Fluency Test (WFT) was applied. For the data analysis, it used Pearson product-moment correlation. Results show that there is a moderate positive correlation between the students' extensive reading and writing fluency. It is indicated with rxy = 0.408 &gt; rtable = 0.340 at 5%. In short, the extensive reading activities have a positive connection to the writing fluency of the students in language learning. Therefore, extensive reading activities should always be integrated with writing activities in the context of Indonesian EFL learning.

The Effect of Awareness Raising and Explicit Collocation Instruction on Writing Fluency of EFL Learners

The Effect of Awareness Raising and Explicit Collocation Instruction on Writing Fluency of EFL Learners

Probing the Effect of Cognitive and Social Cognitive Approaches on Iranian EFL Learners' Writing Fluency

The present study explored the effects of cognitive (process) and social cognitive (post process) writing approaches on the writing fluency of Iranian EFL learners. The subjects were college level learners selected based on Oxford Placement Test (OPT). They were taught according to conventional, cognitive and social cognitive approaches. The study had a comparison group design where writing composition was assigned at both pre and post treatment stages. It followed a mixed method research design in gathering the data. To gain learners' perception on their own writing strategies and skills, a questionnaire was used at both pre and post treatment stages. The questionnaire aimed at probing the possible changes in the learners' adoption of certain writing strategies and skills. It was concerned with the adoption of certain writing strategies that led to the fluency in writing. The result indicated a more significant change in process group than in others. The other part of the study was concerned with the potential changes in the learners' writing fluency through compositions assigned at both pre and post treatment stages. To analyze the data, the study followed a method introduced by Robb, Ross and Shortreed (1986), which used total words and total clauses to measure writing fluency. The analysis of data through ANOVA and samples t-tests showed a significant difference in the performance of the groups. Moreover, it showed that the subjects in process writing group had a better performance in their writing fluency than the other two groups. Keywords: Process writing approach, Post process writing approach, Product writing approach, writing fluency.

Direct and Indirect Effects of Literacy Skills and Writing Fluency on Writing Quality Across Three Genres

Data were collected for this study early in the school year to analyze the direct and indirect effects of word-level literacy skills (word recognition, spelling, and written vocabulary use) and handwriting fluency on writing quality across three genres of typewritten papers. We further explored whether typing fluency and text generation fluency mediated the effects. Finally, we examined whether there was any difference in the effects across three writing genres. Fourth and fifth graders (N = 175) from 21 typical classrooms in 12 different Midwestern U.S. schools participated. Regression path analyses were employed and revealed that word-level literacy skills had both significant direct and serial indirect effects on quality, via typing fluency and then text generation fluency (text length) when controlling for handwriting fluency. Further, handwriting fluency had no direct effect when controlling for word-level literacy skills but did have a significant serial indirect effect on writing quality via typing fluency then text generation fluency. Results indicate that handwriting fluency matters, even when composing on the computer. Stronger transcription fluency, particularly by hand, leads to higher quality writing, likely because less cognitive effort is devoted to transcription. This study adds to limited research on the cross-modal effects of transcription on writing quality.

A Flipped Learning English Composition Class for College EFL Students: Focusing on Writing Fluency in Making Complex Sentences

The present study aims to explore the effectiveness of flipped learning environments on L2 writing. In particular, the focus of the study is on whether the flipped learning approach has a positive influence on college EFL students’ ability to fluently write complex sentences in English. Two different modes of instruction were given to the students: the traditional classroom-based writing instruction (control group) and the flipped learning writing instruction (experimental group). Writing samples were collected from a total of twenty students (ten in the control group and ten in the experimental group). The results showed that students in the flipped learning classroom write complex sentences, using more words than those in the traditional classroom do. In addition, the students in the flipped learning classroom presented better writing fluency than those in the traditional classroom.

Constructing Simple Sentences: Effects of a Writing Fluency Intervention for Middle School Students With Disabilities

Simple sentence construction is a foundational writing skill that forms the building blocks of advanced writing. Many middle school students with disabilities struggle to consistently construct simple sentences, thereby hindering development of written expression. The present study used a single-case, multiple-baseline across participants design to investigate the effects of a multicomponent intervention on fluency of sentence construction in response to picture-word prompts. During intervention, three middle school students with disabilities completed six explicit instruction lessons, followed by 15 sessions of timed practice, referred to as sentence instruction and frequency building to a performance criterion. After the first few sentence instruction lessons, all students gradually increased the accuracy and frequency of word sequences during intervention. Tau- U values for writing sequences were large. After completing intervention, all students maintained levels similar to intervention. Results are discussed in the context of writing fluency, prior intervention studies, and implications for practice.

An Investigation of the Relationship between EFL Young Learners' Writing Fluency and their FL Writing Anxiety

An Investigation of the Relationship between EFL Young Learners' Writing Fluency and their FL Writing Anxiety

Erratum

Learning Disabilities Research & PracticeVolume 34, Issue 2 p. 118-118 ErratumFree Access Erratum This article corrects the following: Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High-Incidence Disabilities Shawn M. Datchuk, Derek B. Rodgers, Volume 34Issue 1Learning Disabilities Research & Practice pages: 23-34 First Published online: October 4, 2018 First published: 24 April 2019 https://doi.org/10.1111/ldrp.12195AboutSectionsPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High-Incidence Disabilities In Datchuk and Rodgers (2018), the word “three” in the fourth sentence of the Treatment Fidelity section was incorrect. The correct sentence is as follows: “Teachers video-recorded the majority of sessions across experimental phases for ninety-three of 117 sessions.” The online version has been corrected. REFERENCE Datchuk, S. M., & Rodgers, D. B. (2018). Text writing within simple sentences: A writing fluency intervention for students with high-incidence disabilities. Learning Disabilities Research & Practice, 34(1), 23– 34. Volume34, Issue2May 2019Pages 118-118 ReferencesRelatedInformation

Effects of Performance Feedback on the Writing Fluency of Students with Oppositional Defiant Disorder

Students with oppositional defiant disorder (ODD) and other emotional and behavioral disorders (EBD) often have significant academic needs, particularly in the area of writing. There is currently a need to identify intervention strategies that can be efficiently implemented in the school setting to improve the writing fluency outcomes of students from this population. Performance feedback has been successfully used to improve typically developing students’ writing fluency; however, its isolated effects for students with ODD are unknown. The purpose of this study was to examine whether the writing fluency gains of an evidence-based performance feedback intervention could be replicated with a sample of students with ODD. Results of a multiple baseline design failed to demonstrate three replications supporting its effectiveness. Implications for practice are discussed in the context of the unique behavioral needs of students with ODD.

Text Writing within Simple Sentences: A Writing Fluency Intervention for Students with High‐Incidence Disabilities

AbstractGood sentence construction, the act of writing multiple words into sentence types that make semantic and syntactic sense, is needed for clear and meaningful written expression. The present study investigated the effects of a multi‐component writing intervention, sentence instruction and frequency building to a performance criterion, on the simple sentence construction of intermediate‐grade level students with high‐incidence disabilities. Four special education teachers delivered intervention to small groups of two students, a total of eight students, and assessed for retention. Overall results were positive but inconsistent across the small groups. Three of the four small groups improved their text writing within simple sentences during and following intervention, and moderate to large Tau‐U values for correct word sequences and for incorrect word sequences, respectively, were found. Results suggest that postinstruction writing fluency practice can be an effective part of writing intervention for intermediate‐grade level students with high‐incidence disabilities.

Building Fluency In Writing II Based On Micro And Macro Skills Of Writing By Using Peer Assessment

Writing is difficult for English Department students in Indonesia. Students commonly have low ability to write and have very limited time to practice this skill. To overcome students’ problems in writing, the use of peer assessment can be an appropriate way to improve fluency in writing since this research is held to: (1) elaborate the roles of peer assessment to build fluency in writing classes, (2) identify the types of activity in writing class by implementing peer assessment, (3) explore the strengths of peer assessment to build fluency in writing, and (4) to prove the effectiveness of peer assessment to build fluency in writing.This is a mixed method research. The subjects of this research are nine students of TI.B class in academic years 2016/ 2017. To collect the data, some instruments such as field note, observation, documentation and test were used. Interactive analysis and statistical analysis (t-test) were applied to analyze quantitative data. Furthermore, statistical analysis using SPSS 20 used to analyze quantitative data.The results of the research are: (1) the use of peer assessment minimizes students’ apprehension in writing, (2) constructive activities are important to lead students in conducting active and critical learning, (3) peer assessment is meaningful to build students to be authentic writers and readers, (4) peer assessment is effective to build students’ fluency in writing indicated by the result of hypothesis test.