Aspects of fluency in writing
Journal article
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http://hdl.handle.net/11250/274673Utgivelsesdato
2007-04Metadata
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Originalversjon
Uppstad, P.H. and Solheim, O.J (2007) Aspects of fluency in writing. Journal of psycholinguistic research, 36(2), pp. 79-87 10.1007/s10936-006-9034-7Sammendrag
The notion of ‘fluency’ is most often associated with spoken-language
phenomena such as stuttering. The present article investigates the relevance of
considering fluency in writing. The basic argument for raising this question is
empirical — it follows from a focus on difficulties in written and spoken language as
manifestations of different problems which should be investigated separately on the
basis of their symptoms. Key-logging instruments provide new possibilities for the
study of writing. The obvious use of this new technology is to study writing as it unfolds
in real time, instead of focusing only on aspects of the end product. A more
sophisticated application is to exploit the key-logging instrument in order to test basic
assumptions of contemporary theories of spelling. The present study is a dictation
task involving words and ‘non-words’, intended to investigate spelling in nine-yearold
pupils with regard to their mastery of the doubling of consonants in Norwegian. In
this study, we report on differences with regard to temporal measures between a
group of strong writers and a group of poor ones. On the basis of these pupils’
writing behavior, the relevance of the concept of ‘fluency’ in writing is highlighted.
The interpretation of the results questions basic assumptions of the cognitive
hypothesis about spelling; the article concludes by hypothesizing a different
conception of spelling.
Beskrivelse
The final publication is available at Springer via http://dx.doi.org/10.1007/s10936-006-9034-7.