How to Use Instructional Assessments for Explicit Instruction of Text-Writing Fluency.

This article focuses on using instructional assessments to guide explicit instruction of text-writing fluency for students with learning disabilities (LD). Text-writing fluency involves accurately and efficiently composing multiple words into coherent sentences and passages, and it is critical for overall writing proficiency. Instructional assessments—curriculum-based tools aligned with specific skills to be taught—use three types of writing prompts (identify, complete, generate) to control task difficulty and pinpoint areas needing targeted instruction. The article outlines a six-step process for designing, administering, scoring, and using these assessments to inform instruction, emphasizing their role in supplementing broader curriculum-based measurements (CBM) for progress monitoring. It also discusses practical considerations for implementation, including modality of responses, mastery criteria, and prioritization of writing skills within limited instructional time.