Forfattere:
Janne von Koss Torkildsen, Frøydis Morken, Wenche A. Helland & Turid Helland
Abstract:
In this study of third grade school children, we investigated the Association between writing process measures recorded with key stroke logging and the
final written product. Moreover, we examined the cognitive predictors of writing process and product measures. Analyses of key strokes showed that while most
children spontaneously made local online revisions while writing, few revised previously written text. Children with good reading and spelling abilities made more
online revisions than their peers. Two process factors, transcription fluency andonline revision activity, contributed to explaining variance in narrative
macrostructural quality and story length. As for cognitive predictors, spelling was the only factor that gave a unique contribution to explaining variance in writing
process factors. Better spelling was associated with more revisions and faster transcription. The results show that developing writers’ ability to make online
revisions in creative writing tasks is related to both the quality of the final written product and to individual literacy skills. More generally, the findings indicate that
investigations of the dynamics of the writing process may provide insights into the factors that contribute to creative writing during early stages of literacy.