Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model

Research output: Contribution to journalReview article

31 Scopus citations

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
DOIs
StatePublished - Jul 1999
Externally publishedYes

Keywords

  • Learning disabilities
  • Strategy instruction
  • Writing

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing

Fingerprint Dive into the research topics of 'Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model'. Together they form a unique fingerprint.

  • Cite this