Schreibflüssigkeit fördern in der Grundschule – Wirksamkeit eines Trainingsprogramms

The ability to compose text is critical to students’ academic success. An important prerequisite for the development of writing competence is the mastery of lower-level skills, in particular writing fluency. However, writing fluency is not sufficiently mastered by all students in primary education. Writing fluency comprises the automatized ability to produce legible letters, correct words, and grammatically correct sentences (transcription fluency) and locally coherent text (text generation fluency) at a reasonable pace with sustained attention. If these skills are not yet automatized, there are not enough cognitive resources available for higher order processes, such as planning the text. Therefore, influent writing has a negative impact on text quality. Despite its relevance, it is not yet fully understood how to effectively promote writing fluency. Therefore, a writing fluency training consisting of 18 units of 15 min each was developed and conducted in a pre-post control group design with 469 primary school students. Transcription fluency was measured at letter, word, and sentence level. Text generation fluency was measured by bursts, using digital smart pens. Additionally, writing competence was assessed. The results show positive effects on transcription fluency and writing competence. This paper provides insights into the training and discusses the effects on writing fluency and writing competence. Additionally results for different subgroups will be discussed.