SRSD Instructional Research for Students with or at–Risk for LD across the Content Areas: History and Reflections

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Festas I. , Oliveira A. L. , Rebelo J. A. , Damiao M. H. , Harris K. R. , & Graham S. (2015). Professional development in self–regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17–27. https://doi.org/10.1016/j.cedpsych.2014.05.004

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FitzPatrick E. , & McKeown D. (this issue). Writing from multiple source texts: SRSD for fifth grade learners in inclusive settings. Learning Disabilities Research and Practice [Special issue], Learning Disabilities Research and Practice (this issue)

Graham S. , Harris K. R. , & McKeown D. (2013). The writing of students with LD and a meta–analysis of SRSD writing intervention studies: Redux. In Swanson L. , Harris K. R. , & Graham S. (Eds.), Handbook of Learning Disabilities (2nd edn., pp. 405–438). Guilford.

Graham S. , Harris K. R. , & Beard K. (2019). Teaching young African American male students to write using evidence– based practices. Reading & Writing Quarterly, 35, 19–29. https://www.tandfonline.com/doi/full/10.1080/10573569.2018.1535775

Harris K. R. (1982). Cognitive behavior modification: Application with exceptional students. Focus on Exceptional Children, 15(2), 116. https://doi.org/10.17161/foec.v15i2.7449

Harris K. R. (1986). The effects of cognitive behavior modification on private speech and task performance during problem solving among learning disabled and normally achieving children. Journal of Abnormal Child Psychology, 14, 6376. https://doi.org/10.1007/BF00917222

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Harris K. R. , & Graham S. (1985). Improving learning disabled students’ composition skills: Self–control strategy training. Learning Disability Quarterly, 8, 2736. https://doi.org/10.2307/1510905

Harris K. R. , & Graham S. (1992). Helping young writers master the craft: Strategy instruction and self–regulation in the writing process. Brookline Books.

Harris K. R. , & Graham S. (1996). Making the writing process work: Strategies for composition and self–regulation. Brookline Books.

Harris K. R. , & Graham S. (2009). Self–regulated strategy development in writing: Premises, evolution, and the future. British Journal of Educational Psychology (monograph series), 6, 113–135. Available at: https://shop.bps.org.uk/bjep–monograph–series–ii–part–6–teaching–and–learning–writing

Harris K.R. , & Graham S. (2016). Self–regulated strategy development in writing: Policy implications of an evidence–based practice. Policy Insights from Behavioral and Brain Sciences, 3, 77–84. http://journals.sagepub.com/doi/abs/10.1177/2372732215624216?journalCode=bbsa

Harris K. R. & Graham S. (2018). Self–regulated strategy development: Theoretical bases, critical instructional elements, and future research. In Fidalgo R. , Harris K. R. , & Braaksma M. (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 119–151). Brill.

Harris K. R. , Graham S. , & Adkins M. (2015). Practice–based professional development and self–regulated strategy development for Tier 2, at–risk writers in second grade. Contemporary Educational Psychology, 40, 5–16. https://doi.org/10.1016/j.cedpsych.2014.02.003

Harris K.R. , Graham S. , & Mason L. (2003). Self–regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus on Exceptional Children, 35(7), 1–16. https://doi.org/10.17161/foec.v35i7.6799

Harris K. R. , Graham S. , Mason L. H. , & Friedlander B. (2008). Powerful writing strategies for all students. Brookes.

Harris K. R. , Kim Y.–S. , Yim S. , Camping A. , & Graham S. (2021). SRSD plus transcription and oral language skills: Reading to learn and writing to inform with 1st and 2nd graders. (Manuscript submitted for publication). Division of Leadership and Innovation, Arizona State University.

Harris K. R. , Lane K. L. , Driscoll S. , Graham S. , Wilson K. , Sandmel K. , Brindle M. , & Schatschneider C. (2012a). Tier 1, teacher–implemented self–regulated strategy development for students with and without behavioral challenges. Elementary School Journal, 113, 160–191. https://doi.org/10.1086/667403

Harris K. R. , Lane K. L. , Graham S. , Driscoll S. , Sandmel K. , Brindle M. , & Schatschneider C. (2012b). Practice–based professional development for self–regulated strategies development in writing: A randomized controlled study. Journal of Teacher Education, 63(2), 103–119. https://doi.org/10.1177/2F0022487111429005

Harris K. R. , Ray A. , Graham S. , & Houston J. (2019). Answering the challenge: SRSD instruction for close reading of text to write to persuade with 4th and 5th grade students experiencing writing difficulties. Reading and Writing, 32(6), 1459–1482. https://doi.org/10.1007/s11145–018–9910–1

Kirkland D. (2021). A pedagogy for black people: Why naming race matters. Equity & Excellence in Education. Advance online publication. https://doi.org/10.1080/10665684.2020.1867018

Kiuhara S.A. , Harris K.R. , Graham S. , Hacker D.J. , Story M.E. , & McKeown D. (2021). An RCT of PD and expert support for classwide SRSD instruction on timed narrative writing at 4th grade: Critical implications. [Manuscript submitted for publication]. Department of Special Education, University of Utah.

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Mason L. , Reid R. , & Hagaman J. (2012). Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas. Brookes.

McKeown D. , Brindle M. , Harris K. R. , Graham S. , Collins A. , & Brown M. (2016). Illuminating growth and struggles in elementary classrooms using mixed methods: Practice–based professional development and coaching for differentiating SRSD instruction in writing. Reading & Writing: An Interdisciplinary Journal, 29, 1105–1140. https://doi.org/10.1007/s11145–016–9627–y

McKeown D. , Brindle M. , Harris K. R. , Sandmel K. , Steinbrecher T. D. , Graham S. , Lane K. L. , & Oakes W. P. (2019). Teachers’ voices: Perceptions of effective professional development and classwide implementation of self–regulated strategy development in writing. American Educational Research Journal, 56, 753–791. https://doi.org/10.3102/0002831218804146.

McKeown D. , Owens J. , Wijekumar K. , Harris K. , Graham S. , & Lei P. (2021). Tools for improving 4th grade student writing in a boomtown: Practice–based professional development, SRSD, and video observations. [Manuscript submitted for review.] Department of Teaching, Learning and Culture, Texas A & M.

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Sanders S. , Jolivette K. , & Harris C. (this issue). Improving the reading comprehension skills of systems–involved youth: A preliminary investigation of an underserved population. Learning Disabilities Research and Practice [Special issue], Learning Disabilities Research and Practice (this issue).

Sandmel K. , Wilson K. , Harris K. R. , Lane K. L. , Graham S. Oakes W. , Kiuhara S. , & Steinbrecher T. (2011). Success and failure with Tier 2 SRSD for timed writing tests among 2^nd and 5^th grade students with writing and behavioral difficulties: Implications for evidence–based practices. In Scruggs T. & Mastropieri M. (Eds.), Advances in leaning and behavioral difficulties: Assessment and intervention (vol. 24, pp. 251–294). Emerald.

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Vygotsky L. S. (1962). Thought and language. Hanfmann E. & Vakar G. (Eds. and trans.). MIT Press (originally published 1934).

Wijekumar K. Harris K. , Graham S. , & Meyer B. J. F. (2016). We–Write: A teacher and technology supported persuasive writing tutor for upper elementary students. In Crossley S. & McNamara D. S. (Eds.) Adaptive educational technologies for literacy instruction. New York, Routledge.