NotesFAQContact Us
Search Tips
50 Years of ERIC
50 Years of ERIC
The Education Resources Information Center (ERIC) is celebrating its 50th Birthday! First opened on May 15th, 1964 ERIC continues the long tradition of ongoing innovation and enhancement.

Learn more about the history of ERIC here. PDF icon

Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ762162
Record Type: Journal
Publication Date: 2007-May
Pages: 9
Abstractor: Author
Reference Count: 23
ISSN: ISSN-0034-0561
Helping Struggling Writers Succeed: A Self-Regulated Strategy Instruction Program
Helsel, Lisa; Greenberg, Daphne
Reading Teacher, v60 n8 p752-760 May 2007
While writer's workshop provides a nurturing environment for many students, others struggle with the independence it gives. This may be due to the difficulty of coordinating the cognitive and self-regulatory demands of the writing process. Self-regulation refers to thoughts, feelings, and actions that individuals use to attain personal goals. Because of the independent nature of writing, an adequate level of self-regulation is required to move through the process. Teaching self-regulatory strategies within the context of writing may enable students to develop and execute a plan of action independently, resulting in more independent writing. The Self-Regulated Strategy Development model of instruction is one such strategy. In order to examine its impact, the model was used to teach a summary writing strategy to a struggling sixth grader. Following instruction, the student exhibited more confidence in her writing abilities, a greater belief in the benefits of strategy use, and the ability to tackle the writing task more independently. (Contains 3 tables.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A