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Using Self-Regulated Strategy Development to Support Students Who Have "Trubol Giting Thangs Into Werds"

Rowan University, Glassboro, New Jersey, santangelo{at}rowan.edu

Karen R. Harris

Vanderbilt University, Nashville, Tennessee

Steve Graham

Vanderbilt University, Nashville, Tennessee

Self-Regulated Strategy Development (SRSD) is a well-established, thoroughly validated instructional model used to teach a variety of writing strategies to elementary, middle, and high school aged students. In this article, an overview of SRSD is presented. Specifically, this includes a discussion about why students struggle with various aspects of the writing process and an explanation of how strategy instruction is uniquely well suited for writing instruction. Next, the SRSD stages are described and an example of how SRSD was used to teach a story grammar strategy to fifth-grade students is offered. Finally, the principles for evaluation and characteristics of effective instruction are discussed and additional resources are listed.

Key Words: inclusive practices • strategy instruction • learning disabilities • writing instruction • self-regulation

Remedial and Special Education, Vol. 29, No. 2, 78-89 (2008)
DOI: 10.1177/0741932507311636


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