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 language | English (US) |
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Pages (from-to) | 255-264 |
Number of pages | 10 |
Journal | Language, speech, and hearing services in schools |
Volume | 30 |
Issue number | 3 |
DOIs | |
State | Published - Jul 1999 |
Externally published | Yes |
Keywords
- Learning disabilities
- Strategy instruction
- Writing
ASJC Scopus subject areas
- Language and Linguistics
- Linguistics and Language
- Speech and Hearing