The Dimensionality of Writing and Reading Fluency and its Impact on Comprehension and Composition

Abstract

Based on the theory of automated and controlled processing of fluency and Levelt's theory of speech production, writing fluency and reading fluency were each defined as twodimensional constructs. Writing fluency is composed of automatised transcription and attention-demanding translation, while reading fluency is composed of automatised reading speed and controlled prosodic reading. The study investigates how these constructs can be measured, how they interact and what influence they have on higher hierarchical processes of writing and reading. For this purpose, different measurement instruments were developed and existing instruments were used. Using these instruments and different variables on cognitive resources such as memory and motor skills, we applied a structural equation model to the data of a total of 145 fourth, sixth and ninth graders. The model showed a good fit to the data. Furthermore, the instruments showed high factor loadings on the respective latent factors. With the use of the model, a medium correlation was found between the two factors of writing fluency as well as between the two factors of reading fluency. There was also a strong influence of writing fluency and reading fluency on higher order skills. The understanding of these relationships is particularly important for the creation of training programs for writing and reading fluency.