The Theory of Writing Development

Writing is a crucial component of literacy. Writing fluency is achieved when children understand how phonology is represented in writing and how writing can be used to communicate meaning. Additionally, children must comprehend orthographic and morphological patterns to develop proficient writing skills and strategies (Kemp, 2017). A research-based theory of writing, the cognitive process theory, was developed by Linda Flower and John R. Hayes (1981). The cognitive process theory is based on four premises. First, writing development involves distinctive thinking processes. Second, these processes have a hierarchical structure in which any given process can co-occur with others. Third, the act of writing is a goal-directed thinking process, guided by the writer's personal goals. Fourth, writers create goals based on a personal sense of purpose with goals changing and developing through the act of writing. This theory of writing helps educators understand how children write; this knowledge can be used to pinpoint a curriculum that enhances student opportunities to become literate in writing.