NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ937321
Record Type: Journal
Publication Date: 2011
Pages: 8
Abstractor: As Provided
Reference Count: 23
ISSN: ISSN-0040-5841
Self-Regulated Strategy Development for Students with Writing Difficulties
Mason, Linda H.; Harris, Karen R.; Graham, Steve
Theory Into Practice, v50 n1 p20-27 2011
Students with writing difficulties often struggle with the planning, composing, and revising skills required for effective writing. Fortunately, researchers have documented that explicit, interactive, scaffolded development of powerful composing strategies and strategies for self-regulating the writing process, as in Self-Regulated Strategy Development (SRSD) instruction, results in improved student performance across writing genres. In addition, SRSD has had significant and meaningful effects among students with learning disabilities (LD) in both elementary and secondary settings. In this article, examples of SRSD instruction for planning, composing, and revision are described. Promising findings of recent research for students with attention deficit hyperactivity disorder are also highlighted. Finally, tips for effective classroom implementation are provided. (Contains 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A