The Self-Regulated Strategy Development (SRSD) model was used to assist six students with learning disabilities (LD) develop a strategy for planning and writing essays, self-regulation of the strategy and the writing process, and positive attributions regarding effort and strategy use. These students received all services in a team-based inclusion setting; the process writing model was used in the team. Instructional effects were investigated using a multiple-baseline across-subjects design. Instruction had a positive effect on students' approach to writing, writing performance, and attributions for writing. Effects transferred across settings and teachers; maintenance data was mixed. Collaborative practice of the composition and self-regulation strategies appears critical for students with LD based on the results of this and other studies.
Get full access to this article
View all access options for this article.
References
1.
BugentalD.WhalenC.HenkerB. (1977). Casual attributions of hyperactive children and motivational assumptions of two behavior change-approaches: Evidence for an interactionist position. Child Development, 48, 874–884.
2.
DanoffB.HarrisK. R.GrahamS. (1993). Incorporating strategy instruction within the writing process in the regular classroom: Effects on normally achieving and learning disabled students' writing. Journal of Reading Behavior, 25, 295–322.
3.
De La PazS.GrahamS. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63, 167–181.
4.
EnglertC.RaphaelT.AndersonL.AnthonyH.StevensD.Fear. (1991). Making writing strategies and self-talk visible: Cognitive strategy instruction in writing in regular and special education classrooms. American Educational Research Journal, 28, 337–373.
5.
FlowerL.HayesJ. (1980). The dynamics of composing: Making plans and juggling constraints. In GreggL.SteinbergE. (Eds.) Cognitive processes in writing (pp. 31–50). Hillsdale, NJ: Erlbaum.
6.
GastD.SkougeJ.TawneyJ. (1984). Variations of the multiple baseline design: Multiple probe and changing criterion designs. In TawneyJ.GastD. (Eds.), Singles subject research in special education (pp. 269–299). Columbus, OH: Merrill.*
7.
GrahamS. (1990). The role of production factors in learning disabled students' compositions. Journal of Educational Psychology, 82, 781–791.
8.
GrahamS.HarrisK. R. (1989a). A components analysis of cognitive strategy instruction: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 353–361.
9.
GrahamS.HarrisK. R. (1989b). Improving learning disabled students' skills at composing essays: Self-instructional strategy training. Exceptional Children, 56, 201–214.
10.
GrahamS.HarrisK. R. (1993). Self-regulated strategy development: Helping students with learning problems develop as writers. Elementary School Journal, 94, 169–181.
11.
GrahamS.HarrisK. R. (1996). Teaching writing strategies within the context of a whole language class. In McIntyreE.PressleyM. (Eds.), Balanced instruction: Strategies and skills in whole language (pp. 155–175). New York, NY: Christopher-Gordon.*
12.
GrahamS.HarrisK.MacArthurC.SchwartzS. (1991). Writing and writing instruction with students with learning disabilities: A review of a program of research. Learning Disability Quarterly, 14, 89–114.
13.
GrahamS.MacArthurC. (1988). Improving learning disabled students' skills at revising essays produced on a word processor: Self-instructional strategy training. Journal of Special Education, 22, 133–152.
14.
GrahamS.MacArthurC.SchwartzS. (1995). The effects of goal setting and procedural facilitation on the revising behavior and writing performance of students with writing and learning problems. Journal of Educational Psychology, 87, 230–240.
15.
GrobeckerB. (1996). Reconstructing the paradigm of learning disabilities: A holistic/constructivist interpretation. Learning Disability Quarterly, 19(3), 179–200.
16.
HammillD.LarsenS. (1988). Test of Written Language-2. Austin, TX: Pro-Ed.*
17.
HarrisK. R. (1985). Conceptual, methodological, and clinical issues in cognitive-behavioral assessment. Journal of Abnormal Child Psychology, 13, 373–390.
HarrisK. R.GrahamS. (1992). Self-regulated strategy development: A part of the writing process. In PressleyM.HarrisK. R.GuthrieJ. T. (Eds.), Promoting academic competence and literacy in school (pp. 277–309). New York, NY: Academic Press.*
20.
HarrisK. R.GrahamS. (1994). Constructivism: Principles, paradigms, and integration. The Journal of Special Education, 28, 233–247.
21.
HarrisK. R.GrahamS. (1996). Making the writing process work: Strategies for composition and self-regulation. Cambridge, MA: Brookline.*
22.
HarrisK. R.GrahamS.SchmidtT. (1997). Self-regulated strategy development: Two decades of classroom-based research. Manuscript submitted for publication.
23.
HarrisK. R.PressleyM. (1991). The nature of cognitive strategy instruction: Interactive strategy construction. Exceptional Children, 57, 392–405.
24.
HayesJ.FlowerL. (1986). Writing research and the writer. American Psychologist, 41, 1106–1113.
25.
KendallP. (1989). The generalization and maintenance of behavior change: Comments, considerations, and the “no-cure” criticism. Behavior Therapy, 20, 357–364.
26.
MacArthurC.GrahamS.SchwartzS.SchaferW. D. (1995). Evaluation of a writing instruction model that integrated a process approach, strategy instruction, and word processing. Learning Disability Quarterly, 18(4), 278–292.
27.
MacArthurC.SchwartzS.GrahamS. (1991). Effects of a reciprocal peer revision strategy in special education classrooms. Learning Disabilities Research and Practice, 6, 201–210.
28.
MacArthurC.SchwartzS.GrahamS.MolloyD.HarrisK. (1996). Integration of strategy instruction into a whole language classroom: A case study. Learning Disabilities Research and Practice, 11(3), 168–176.
29.
MacInnisC.HemmingH. (1995). Linking the needs of students with learning disabilities to a whole language curriculum. Journal of Learning Disabilities, 28(9), 535–544.
30.
McCuthchenD. (1988). “Functional automaticity” in children's writing. Written Communication, 5, 306–324.
31.
NodineB.BarenbaumE.NewcomerP. (1985). Story composition by learning disabled, reading disabled, and normal children. Learning Disability Quarterly, 8, 167–179.
32.
PressleyM.HarrisK. R.MarksM. B. (1992). But good strategy instructors are constructivists!Educational Psychology Review, 4, 3–31.
33.
ReidD. K.HreskoW. P.SwansonH. L. (1996). Cognitive approaches to learning disabilities (3rd ed). Austin, TX: Pro-Ed.*
34.
ReidM.BorkowskiJ. (1987). Casual attributions of hyperactive children: Implications for teaching strategies and self-control. Journal of Educational Psychology, 79, 296–307.
35.
SawyerR.GrahamS.HarrisK. R. (1992). Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 84, 340–352.
36.
ScardamaliaM.BereiterC. (1986). Written composition. In WittrockM. (Ed.), Handbook of research on teaching. (3rd ed., pp. 778–803). New York, NY: MacMillan.*
37.
ScardamaliaM.BereiterC.GoelmanH. (1982). The role of production factors in writing ability. In NystrandM. (Ed.), What writers know: The language, process, and structure of written discourse (pp. 173–210). New York, NY: Academic Press.*
38.
WechslerD. (1974). Manual for the Wechsler Intelligence Scale for Children-Revised. New York, NY: Psychological Corporation.*
39.
WongB.ButlerD.FiczereS.KuperisS.CordenM.ZelmerJ. (1994). Teaching problem learners revision skills and sensitivity to audience through two instructional modes: Student-teacher versus student-student interactive dialogues. Learning Disabilities Research and Practice, 9, 78–90.
