Self-Regulated Strategy Development for Students With Writing Difficulties
Bibliographic Data
| ID | 4254840 |
|---|---|
| Authors | Linda H Mason (Pennsylvania State University), Kenneth R Harris (0000-0002-2618-8510, Vanderbilt University), Karen R Harris, Steve Graham (0000-0002-6702-5865, Vanderbilt University) |
| Year | 2011 |
| Volume | 50 |
| Issue | 1 |
| Pages | 20-27 |
| Publication date | 2011-01-03 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2011.534922 |
| OpenAlex | W2090249919 |
| Language | EN |
| Citations received | 13 |
| References cited | 10 |
Students with writing difficulties often struggle with the planning, composing, and revising skills required for effective writing. Fortunately, researchers have documented that explicit, interactive, scaffolded development of powerful composing strategies and strategies for self-regulating the writing process, as in Self-Regulated Strategy Development (SRSD) instruction, results in improved student performance across writing genres. In addition, SRSD has had significant and meaningful effects among students with learning disabilities (LD) in both elementary and secondary settings. In this article, examples of SRSD instruction for planning, composing, and revision are described. Promising findings of recent research for students with attention deficit hyperactivity disorder are also highlighted. Finally, tips for effective classroom implementation are provided
Mathematics education · Pedagogy · Sociology · Psychology · Reading and Literacy Development · Writing and Handwriting Education
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Embedding Explicit Linguistic Instruction in an SRSD Writing Intervention
Scales for Evaluating Self‐Regulated Learning and Social‐Behavioral Skills in Children With Learning Disabilities
Supplemental intervention improves writing of first-grade students
Relationships between struggling EFL writers’ motivation, self-regulated learning (SRL), and writing competence in Hong Kong primary schools
Assessing the Efficacy and Social Validity of CriaTivo , a Curriculum-Based Intervention to Promote Self-Regulation of Writing in Portuguese Elementary Education
The Effect of Self-Regulated Learning-Based Practices on Writing Anxiety
Risky drinking and sexual risk behaviours among young adults in Ghana
Metacognitive interventions in text production and working memory in students with ADHD
| Unique citing works | 13 |
|---|---|
| Citations per year | 1,63 |
| Citation span | 2018 - 2026 (9) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |