NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1074245
Record Type: Journal
Publication Date: 2015
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1088-8438
Progress in Written Language Bursts, Pauses, Transcription, and Written Composition across Schooling
Alves, Rui A.; Limpo, Teresa
Scientific Studies of Reading, v19 n5 p374-391 2015
Research on adult writers has shown that writing proceeds through bursts of transcription activity interspersed by long pauses. Yet few studies have examined how these writing behaviors unfold during early and middle childhood. This study traces the progress of bursts, pauses, transcription, and written composition in Portuguese students from Grade 2 to 7 and tests whether bursts and pauses are related to transcription, to writing fluency, and to text quality across grades and two genres (narrative vs. opinion essay). We found that increasingly automaticity of transcription allowed for more efficient composing processes, as reflected in longer bursts, shorter pauses, and greater fluency. Regardless of grade and genre, more automatic transcription contributed to longer bursts, which along with shorter pauses contributed to higher writing fluency and text quality. These results provide useful information on children's language bursts and pauses, which may support the assessment and further training of their writing skills.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Portugal
Grant or Contract Numbers: N/A