How to Use Instructional Assessments for Explicit Instruction of Text-Writing Fluency

2024/12/04 by Shawn M. Datchuk, Murphy K. Young, Abigail A. Allen +1 · 1 voice
Psychology · Social Sciences · #Disability Education and Employment #Reading and Literacy Development #Writing and Handwriting Education

paper · doi:10.1177/10534512241302712

openalex publication_date 2024/12/04 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/28

Abstract

Many students with learning disabilities (LD) struggle to develop text-writing fluency: the skill of accurately and efficiently composing multiple words into sentences and passages understandable to readers. In prior studies, researchers have used instructional assessments to control for task difficulty and identify precise areas of text-writing fluency to address using explicit instruction. In this article, guidance is provided on how to use instructional assessments—a type of curriculum-based assessment—to inform explicit instruction of text-writing fluency for students with LD. In addition to detailed steps, considerations for implementation and variation are discussed.

Discussions

• K-12 teachers, wondering how to align writing intervention to specific student needs? In a new article we (Young, Allen, & @leahmzimm.bsky.social) provide some tips on using instructional assessment [bsky, 4 points, 1 comments]

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