Approaches to Improving Writing Research, Instruction, and Performance

To understand the writing process, one needs to understand its developmental origins and progression, the malleability of its component skills, and the socio-cultural value and role of the activity itself. The field of writing research is in the early stages of incorporating developmental insights into theorizing and conceptual development. Hayes and Berninger (2014) offer a developmentally sensitive cognitive model of the development of writing processes, which recognizes three major, highly interactive yet parallel “levels”: resource (including attention, working memory, long-term memory, and reading skill), process, and control, all constrained by difficulty level. Rose (this volume) also cites a resource model