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.
ASJC Scopus subject areas
- Developmental and Educational Psychology