This study examined the intrinsic, extrinsic, and self-regulatory motives for writing and writing achievement of three groups of third- to fifth-grade students in an urban school district: (a) 189 emergent bilingual students receiving services for English language development (ELD); (b) 374 reclassified bilingual students who had exited ELD…

Despite consensus regarding critical design elements for professional development (PD), numerous PD studies have not shown anticipated effects for teachers or students. Mixed methods studies investigating when and why PD is successful are needed. The qualitative study reported here was part of a larger, mixed methods study of PD for self-regulated…

Studies that specifically test the effectiveness of instructional procedures for improving the writing of young African American males who experience difficulty learning to write are almost nonexistent. Although writing intervention studies include these children, researchers rarely disaggregate their data to determine whether the writing…

Students with disabilities often find writing extremely challenging (Harris & Graham, 2016). Special educators can, however, promote tremendous gains in students' ability to write by understanding common challenges students face and mastering specific teaching techniques. Students' writing success depends on reducing how much attention and…

Learning to write is critical in today's world, yet many students are not developing the writing abilities they need to use writing as a powerful tool for learning and for showing what they know. Research indicates that failure to acquire strong writing abilities restricts opportunities for both post-secondary education and employment. This…

In an effort to identify effective instructional practices for teaching writing to elementary grade students, we conducted a meta-analysis of the writing intervention literature, focusing our efforts on true and quasi-experiments. We located 115 documents that included the statistics for computing an effect size (ES). We calculated an average…

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…

In the present study, participants were 127 3rd-grade students, to 64 of whom (33 boys, 31 girls) the authors taught a general strategy and a genre-specific strategy for planning and writing stories; procedures for regulating the use of these strategies, the writing process, and their writing behaviors; and knowledge about the basic purpose and…

Self-Regulated Strategy Development (SRSD) is a well-established, thoroughly validated instructional model used to teach a variety of writing strategies to elementary, middle, and high school aged students. In this article, an overview of SRSD is presented. Specifically, this includes a discussion about why students struggle with various aspects…

Research investigating how students who struggle with learning, as well as typically achieving students, can develop powerful self-regulation and academic strategies has become a major endeavor in both general and special education. In this article, we examine how one model of cognitive strategies instruction, Self-Regulated Strategy Development…

Many students find writing extremely difficult and frustrating because they are not able to learn and apply the strategies used by skilled writers. Self-Regulated Strategy Development (SRSD) is a comprehensive, flexible model that explicitly helps students learn to manage the writing process. An extensive body of research has documented that SRSD…

The effects of a secondary academic intervention, embedded in the context of a positive behavior support model, on the writing of second-grade students at risk for emotional and behavioral disorder and writing problems were examined in this study. Students were taught how to plan and draft a story using the self-regulated strategy development…

This article examines the development of the Self-Regulated Strategy Development Model for teaching writing strategies and self-regulation procedures to students with writing difficulties. It describes how the model operates, and examines its effectiveness. It also highlights how the model has been used to respond to variations in settings and…

The progress of a 12-year-old boy with learning disabilities and severe writing difficulties is followed from initial assessment through instruction in strategies for planning, revising, and managing the composing process using a validated instruction model, Self-Regulated Strategy Development (SRSD). Recommendations for applying the SRSD model to…

The Self-Regulated Strategy Development model was used to assist six elementary students with learning disabilities develop a strategy for planning and writing essays, self-regulation, and positive attributions regarding effort and strategy use. Instruction had a positive effect on students' approach to writing, writing performance, and…