Assessment and intervention in overcoming writing difficulties

An illustration from the self-regulated strategy development model

Research output: Contribution to journalArticle

30 Citations (Scopus)

Abstract

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. A validated instructional model, Self-Regulated Strategy Development (SRSD), was used to teach these processes. With SRSD, writing strategies are explicitly taught in combination with procedures for regulating the use of these strategies, the writing process, and any undesirable behaviors that may impede performance. Recommendations are offered to speech-language pathologists for applying the SRSD model to children experiencing writing difficulties.

Original languageEnglish (US)
Pages (from-to)255-264
Number of pages10
JournalLanguage, Speech, and Hearing Services in Schools
Volume30
Issue number3
StatePublished - Jul 1999
Externally publishedYes

Fingerprint

development model
development strategy
Educational Models
Learning Disorders
learning disability
Language
instruction
planning
language
performance
Teaching

Keywords

  • Learning disabilities
  • Strategy instruction
  • Writing

ASJC Scopus subject areas

  • Rehabilitation
  • Health Professions(all)
  • Linguistics and Language
  • Language and Linguistics

Cite this

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