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A F
TeachingLD.org for Writing
Sponsored by: Division for Learning Disabilities (DLD) and
Division for Research (DR) of the Council for Exceptional Children GO FOR IT 17 Spring Issue 17
2009
Essay Writing PLAN + WRITE P = Pay attention to prompt Much has been written on the SRSD model. A comprehensive
L = List main ideas to develop your essay tutorial on SRSD can be found at the web site of the IRIS Center for
A = Add supporting ideas Training Enhancements (see http://iris.peabody.vanderbilt.edu/index.html).
N = Number major points From the homepage, select Resources, then select Learning Strategies.
W= Work from plan Select Modules, then click on “Using Learning Strategies:
R = Remember your goals Instruction to Enhance Learning.”
I = Include transition words
See Also
T = Use different kinds of sentences
E = Exciting, interesting $$$$$ words
Other Literature Cited Santangelo, T., Harris, K. R., & Graham, S. (2007). Self-
regulated strategy development: A validated model to
support students who struggle with writing. Learning
Baker, S., Gersten, R., & Graham, S. (2003). Teaching Disabilities: A Contemporary Journal, 5(1), 1-20.
expressive writing to students with learning disabilities: Zimmerman, B. J., & Risemberg, R. (1997). Becoming a
Research-based applications and examples. Journal of self-regulated writer: A social cognitive perspective.
Learning Disabilities, 36, 109-123. Contemporary Educational Psychology, 22, 73–101.
Graham, S. (2006). Strategy instruction and the teaching of
writing: A meta-analysis. In C. MacArthur, S. Graham, &
J. Fitzgerald (Eds.), Handbook of writing research (pp.
187-207). New York: Guilford. About the Authors
Graham, S., & Harris, K. R. (2003). Students with learning Kelley Regan, Ph.D. is an Assistant Professor, Special
disabilities and the process of writing: A meta-analysis of Education Program, College of Education and Human
SRSD studies. In H. L. Swanson, K. R. Harris, & S. Development, George Mason University. Her research interests
Graham (Eds.), Handbook of learning disabilities (pp. include strategies for effective instruction for students with
323-344). New York: Guilford. emotional and behavioral disabilities, including writing
Graham, S., Harris, K. R., & MacArthur, C. (2006). Explicitly strategies. She is currently Principal Investigator of an
teaching struggling writers: Strategies for mastering the writ- 84.325T Special Education Preservice Training Improvement
ing process. Intervention in School and Clinic, 41, 290-294. Grant from OSERS, Department of Education.
Graham, S., Harris, K. R., & Olinghouse, N. (2007).
Addressing executive function problems in writing: Margo A. Mastropieri, Ph.D. is University Professor,
An example from the self-regulated strategy development College of Education and Human Development, George
model. In L. Meltzer (Ed.), Executive function in Mason University. Her research interests include effective
education (pp. 216-236). New York: Guilford. instructional practices for students with learning disabilities
Graham, S., & Perin, D. (2007). A meta-analysis of writing and other mild disabilities.
instruction for adolescent students. Journal of Educational
Psychology, 99, 445-476.
Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving
the writing, knowledge, and motivation of struggling
About the Alert Series
©2009 Division for Learning Disabilities and the
young writers: Effects of self-regulated strategy development
with and without peer support. American Educational Division for Research. The copyright holders grant permission
Research Journal, 43, 295-340. to copy for personal and educational purposes, provided
that any and all copies provide the entire document without
Harris, K. R., Graham, S., Mason, L. H., & Friedlander, B. modification.
(2008). POWERFUL Writing strategies for all students.
Baltimore, MD: Brookes. Contact Research@TeachingLD.org regarding
copying for resale, including inclusion within other products
Hidi, S., & Boscolo, P. (2006). Motivation and writing. In C. A. that are to be sold.
MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook
of writing research (pp. 144 - 157) New York: Guilford. Current Practice Alerts is a joint publication of the
Division for Learning Disabilities and the Division for
Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Research within the Council for Exceptional Children.
Brindle, M., & Morphy, P. (2008). The effects of Self-
Regulated Strategy Development on the writing The series is intended to provide an authoritative resource
performance of second-grade students with behavioral concerning the effectiveness of current practices intended
and writing difficulties. Journal of Special Education, 41, for individuals with specific learning disabilities.
234-253. Each Alerts issue focuses on a single practice or family
National Commission on Writing (2003). The neglected “R”: of practices that is widely used or discussed in the LD
The need for a writing revolution. New York: College field. The Alert describes the target practice and provides a
Entrance Examination Board. Available on line from critical overview of the existing data regarding its effectiveness
http://www.writingcommission.org/prod_downloads/writingcom/neglectedr.pdf for individuals with learning disabilities. Practices judged
Rogers, L., & Graham, S. (in press). A meta-analysis of single by the Alerts Editorial Committee to be well validated and
subject design writing intervention research. Journal of reliably used are featured under the rubric of Go For It.
Educational Psychology. Those practices judged to have insufficient evidence of
effectiveness are featured as Use Caution.
Saddler, B., Moran, S., Graham, S., Harris, K. R. (2004).
Preventing writing difficulties: The effects of planning For more information about the Alerts series and a
strategy instruction on the writing performance of cumulative list of past Alerts topics, visit the Alerts page
struggling writers. Exceptionality, 12, 3-17. on the CEC/DLD website: TeachingLD.org/.