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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