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- Vol 4 RE: Chapter 10
transcription fluencyself-regulated writingworking-memory constraintswriting strategiesgoal settingrevision processesJournal article Evidence summaryAt a glance
Graham and Harris argue that writing development depends jointly on fluent transcription and sophisticated self-regulation. Transcription processes such as handwriting, spelling, and keyboarding consume limited working-memory resources when they are slow or effortful, leaving less capacity for generating, organising, and revising ideas.
Key ideas
Writers must also regulate a complex, extended activity by setting goals, planning, monitoring progress, managing attention and motivation, selecting strategies, evaluating text, and revising. Evidence from developing and struggling writers generally supports both claims, although the authors note incomplete data and the need for replication. Improving only low-level mechanics or only high-level strategy is therefore insufficient for many learners. Instruction should build accurate, increasingly automatic transcription while explicitly modelling planning, composing, self-monitoring, and revision strategies, with guided practice and feedback.
Why it matters
Fluency is a means of releasing resources for composition, not an alternative to meaning. Similarly, self-regulation should operate on authentic writing purposes and knowledge rather than becoming a detached checklist of procedures.
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- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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