ABSTRACT
In this chapter, we first describe the historical context of how researchers became aware of the importance of transcription and text generation at multiple levels of language during translation in writing for both developing and skilled writers. We then explain the importance of both automatic and flexible transcription processes in writing development. Next, we discuss development of transcription and text generation, interrelationships between transcription and text generation, and developmental changes and instructional needs for transcription and text generation. Then, we consider the implications of this line of research on transcription and text generation on the need for group assessment for early intervention to prevent writing disability. Finally, we discuss our research contributions, including new findings, to make the case for more classroom writing assessment that can inform instructional decision making.
