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The Fluency Construct pp 21–66Cite as

Indicators of Fluent Writing in Beginning Writers

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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.

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Authors and Affiliations

  1. University of Delaware, Newark, NJ, USA

    Kristen D. Ritchey

  2. University of Minnesota, Minneapolis, MN, USA

    Kristen L. McMaster

  3. Southern Methodist University, Dallas, TX, USA

    Stephanie Al Otaiba

  4. University of Pittsburgh, Pittsburgh, PA, USA

    Cynthia S. Puranik

  5. Florida State University, Tallahassee, FL, USA

    Young-Suk Grace Kim

  6. ServeMinnesota, Minneapolis, MN, USA

    David C. Parker

  7. Southern Methodist University, Dallas, TX, USA

    Miriam Ortiz

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  3. Stephanie Al Otaiba
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  5. Young-Suk Grace Kim
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Correspondence to Kristen D. Ritchey .

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  1. University of Maryland, College Park, Maryland, USA

    Kelli D. Cummings

  2. Florida State University, Florida State University Florida Center for Reading Research, Tallahassee, Florida, USA

    Yaacov Petscher

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Ritchey, K. et al. (2016). Indicators of Fluent Writing in Beginning Writers. In: Cummings, K., Petscher, Y. (eds) The Fluency Construct. Springer, New York, NY. https://doi.org/10.1007/978-1-4939-2803-3_2

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