Theses and Dissertations

Date of Award

5-1-2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Curriculum & Instruction

First Advisor

Uma Ganesan

Second Advisor

Rene Corbeil

Third Advisor

Seokmin Kang

Abstract

As writing assessment increasingly occurs in digital environments, students must demonstrate not only composition skills but also sufficient transcription fluency to produce responses under timed conditions. This quantitative study examined the relationship among structured typing practice, transcription fluency, and writing performance among students in Grades 3 and 4 at IDEA Public Schools. Specifically, the study investigated whether engagement with Typing.com was associated with improvements in words per minute (WPM) and accuracy, and whether transcription fluency was associated with performance on Internal Assessment (IA) Writing Percent Correct.

Archival district data were analyzed using descriptive statistics, correlational analyses, hierarchical regression, moderation analyses, and quartile-based comparisons. Independent variables included practice minutes, number of sessions, average WPM, and accuracy, with demographic indicators included as controls. Results indicated that typing engagement was moderately associated with increases in WPM. Transcription fluency significantly predicted IA writing performance beyond demographic factors, contributing approximately 4–6% additional explained variance. Findings suggest that transcription fluency may function as a measurable performance condition within digitally mediated writing assessments.

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Copyright 2026 Agustin J Cantu. All Rights Reserved. https://proquest.com/docview/3371132974

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