A Preliminary Investigation Into the Role of Planning in Early Writing Development

Abstract

The development of written expression includes transcription, text generation, and executive functions (including planning) interacting within working memory. However, executive functions are not formally measured in school-based written expression tasks, although there is an opportunity for examining students’ advance planning—a key manifestation of executive functions. We explore the influence of advance planning on Grade 2 written expression using curriculum-based measurement in written expression (CBM-WE) probes with a convenience sample of 126 students in six U.S. classrooms. Controlling for transcription, which is typically the primary focus of instruction in early elementary grades, we found that a score on advance planning explained additional significant variance in writing quantity and accuracy. Results support that planning may be an additional score to add to the use of CBM-WE. Implications for assessment and further research on the early development of planning and executive functions related to written expression are explored.