Educational reform initiatives of the last decade have focused on the three R's: reading, writing, and arithmetic, with writing receiving the least attention in the research literature (National Commission on Writing, 2003). Studies of writing performance in United States schoolchildren indicate that many are writing only at basic levels. The National Center for Educational Statistics (NCES) published reports in 2002 and 2007 documenting the writing proficiency for fourth, eighth, and twelfth grade students with findings indicating that most children were writing at levels below expectation. Speech and language pathologists are charged with remediating language deficits in both spoken and written modalities. To date there is little data available on how typically developing children approach the writing process. Speech and language pathologists, especially those who work in school settings, must develop written language treatment goals commensurate with how children with typical development perform on writing tasks. In order to do this, we must first establish normative data on how children with typical development approach the writing process. This study is a step in that direction. The most widely accepted model of the writing process was proposed by Hayes and Flower (1980) and includes three components: planning, translating, and revising. An important consideration in evaluating a theoretical model of the writing process that reflects how the writing process is being taught in schools is to evaluate all three components of the writing process in the same sample of children. This study is the first to evaluate and describe how the same sample of children attend to all three components of the writing process using a task reflective of classroom writing instruction. Two hundred one sixth-grade students engaged in a three-day writing assignment. On the first day they generated ideas for their story, on the second day they produced a first draft, and on the third day they revised their draft to produce a final copy. Scores from measured variables were selected to represent the latent variables of planning, translating, and revising. Confirmatory structural equation modeling techniques were used to evaluate the model fit. Findings suggest that the latent measures of planning, translating, and revising are related to one another in a linear manner, and that the modified version of the model is ecologically valid. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]