Self-regulated strategy development in writing: Going beyond NLEs to a more balanced approach

Karen R. Harris, Tanya Santangelo, Steve Graham

Research output: Contribution to journalArticlepeer-review

28 Scopus citations


In this article, we present an argument for consideration by those researching and promoting new learning environments (NLEs). We believe advocates of NLEs should consider the literature and research base indicating effective instruction is not based on a forced dichotomy between theoretical perspectives, but rather a thoughtful, pragmatic blending of practices based on evidence gained from various perspectives and lines of research. While unguided or minimally guided instructional approaches are popular and intuitively appealing, these approaches ignore substantial evidence indicating these approaches are less effective and less efficient than instructional approaches that incorporate guidance of the learning process that is faded as internal guidance is developed (Kirschner et al., Educ Psychol 41:75-86, 2006). We illustrate how integrating evidence from multiple theoretical perspectives leads to the development of more powerful approaches to learning and instruction through a review of the premises, evolution, and research behind Self-Regulated Strategy Development (SRSD) in the area of writing.

Original languageEnglish (US)
Pages (from-to)395-408
Number of pages14
JournalInstructional Science
Issue number5-6 EFFECTS OF CONSTR
StatePublished - Sep 2008
Externally publishedYes


  • NLEs
  • SRSD
  • Strategy instruction
  • Theory
  • Writing

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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