Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions

Melissa Sexton, Karen R. Harris, Steve Graham

Research output: Contribution to journalArticlepeer-review

64 Scopus citations

Abstract

The Self-Regulated Strategy Development (SRSD) model was used to assist six students with learning disabilities (LD) develop a strategy for planning and writing essays, self-regulation of the strategy and the writing process, and positive attributions regarding effort and strategy use. These students received all services in a team-based inclusion setting; the process writing model was used in the team. Instructional effects were investigated using a multiple-baseline across-subjects design. Instruction had a positive effect on students' approach to writing, writing performance, and attributions for writing. Effects transferred across settings and teachers; maintenance data was mixed. Collaborative practice of the composition and self-regulation strategies appears critical for students with LD based on the results of this and other studies.

Original languageEnglish (US)
Pages (from-to)295-311
Number of pages17
JournalExceptional children
Volume64
Issue number3
DOIs
StatePublished - 1998
Externally publishedYes

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Fingerprint Dive into the research topics of 'Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions'. Together they form a unique fingerprint.

Cite this