ABSTRACT
Less research has been done on writing than on reading; however, there is a rapidly growing body of research on writing. It is being reported in diverse literatures, including cognitive psychology, developmental psychology, neuropsychology, educational psychology, psychoeducational assessment, teacher education, teaching of English, special education, linguistics, and medicine. The most influential cognitive model of the skilled writing process was proposed by J. Hayes and L. Flower. Hayes and Flower modeled writing at a stage of development when the cognitive processes of planning, translating, and reviewing/revising are mature skills. Models of writing development, need to consider that these processes are not mature and may emerge at different rates. High-level verbal reasoning exerted the most constraint on text generation in beginning writing. Early in writing acquisition in the primary grades, both low-level neurodevelopmental processes and high-level cognitive processes exert constraints on writing acquisition, but the relative weighting is greater for neurodevelopmental constraints.
