Writing fluency activities, including the ones recommended here, can be used to supplement any writing instruction that is already occurring in the classroom. However, when students can write sentences fluently, there is less demand on their working memories and they can devote their cognitive efforts to more complex writing tasks and skills such as writing paragraphs, essays, and using specific writing strategies (Graham, Gillespie, & McKeown, 2013). Consequently, they often do not spend time revising what they have written. These efforts can be a drain on students’ working memories. Students who do not write sentences fluently can find writing cognitively demanding because they spend much of their energy writing individual letters legibly and spelling words correctly (Gillespie & Graham, 2014). ![]() Writing fluency is defined as writing with accuracy and speed (Johnson & Street, 2013). Once students have learned to compose sentences accurately (i.e., with minimal grammar, spelling, capitalization, and punctuation errors), the next step in advancing as a writer is to write fluently. Web Resources for Families and EducatorsĮditor’s Note: This is the first of a two-part series on timed practice and writing fluency.Professional Learning and Technical Assistance Services.Using Text Structures to Understand and Summarize Text Module. ![]()
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