SELF-REGULATION AND WRITING

Steve Graham, Karen R. Harris, Charles MacArthur, Tanya Santangelo

Research output: Chapter in Book/Report/Conference proceedingChapter

20 Scopus citations

Abstract

This chapter discusses the emergence of self-regulated learning perspectives in writing and the importance of self-regulation in the writing process, and examines theoretical perspectives and models of writing that provide a basis for writing research in this area. In Zimmerman and Risemberg Model, self-regulation occurs when a writer uses personal processes to strategically regulate their writing behavior or the environment. The chapter also examines research supporting the importance of self-regulation in writing with school age students. This analysis focuses on research supporting discrete self-regulation processes for writing (e.g., goal setting) as well as those examining the use of multiple self-regulation strategies while writing. Self-regulated strategy development (SRSD) has proven to be an effective strategy for teaching typically developing writers and has resulted in improved writing performance in students with learning disabilities, enhancing the quality and structure of these students’ narrative and expository text. The chapter presents an example of an effective multi-component writing intervention that emphasizes self-regulation procedures.

Original languageEnglish (US)
Title of host publicationHandbook of Self-Regulation of Learning and Performance, Second Edition
PublisherTaylor and Francis
Pages138-152
Number of pages15
ISBN (Electronic)9781317448662
ISBN (Print)9781138903180
DOIs
StatePublished - Jan 1 2017

ASJC Scopus subject areas

  • General Social Sciences

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