Self-Regulated Strategy Development in Writing: Policy Implications of an Evidence-Based Practice

Karen Harris, Stephen Graham

Research output: Contribution to journalArticlepeer-review

58 Scopus citations


U.S. students are not performing well in writing, both typically achieving students and students with learning disabilities (LD). Factors that impact learning to write include the complexity of writing and learning to write, challenges in developing effective writing instruction, teacher preparation for teaching writing, and instructional models in use in today’s schools. These factors have influenced the development of Self-Regulated Strategy Development (SRSD) for writing, and its scientific evidence base. Potential policy implications follow from SRSD research in the areas of evidence-based practices, teacher development, curriculum development and reform, and research. For evidence-based practices such as SRSD to transform education, as they have medicine, effective partnerships between policymakers and education stakeholders, our students, and our schools are critical.

Original languageEnglish (US)
Pages (from-to)77-84
Number of pages8
JournalPolicy Insights from the Behavioral and Brain Sciences
Issue number1
StatePublished - Mar 1 2016


  • evidence-based practice
  • instruction
  • learning disabilities
  • Self-Regulated Strategy Development
  • SRSD
  • writing

ASJC Scopus subject areas

  • Social Psychology
  • Public Administration


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