In the United States over half of forth grade

students do not have the writing skills adequate

to reach classroom demands.

The National Assessment of Educational Progress found that three out of every four students

demonstrate only partial master of the writing skills necessary for effective communication

A struggling student is one who is defined as being at or below the twenty-fifth percentile on the appropriate grade level writing test or, any student who has been identified by the teacher

as a student who struggles with the writing process

• Self Regulated Strategy Development (SRSD)Instruction is an effective way to teach struggling writers in elementary classrooms, in order to become better writers in the way of more complex and quality writing.

• In SRSD educators use instruction which fosters the development of self-regulation, including goal-setting, self-assessment, self-instruction, and self-reinforcement and managing the writing environment.

The Process:

• Build Background Knowledge

• Discuss It

• Model It

• Memorize It

• Support It

• Independent Performance

Research

• Specifically SRSD has proven to be successful in aiding the improvement of writing in students with learning disabilities, children with attention deficit hyperactivity disorder (ADHD), struggling writers and regulatory writers.

• This effectiveness has been established in three recent meta-analyses which involved 18 studies.

Resources

• Graham S., & Mason L., (2006) Improving the writing, knowledge, and motivation of struggling

• young writers: effects of self-regulated strategy development with and without peer Support. American educational research Journal 43(2). 295-340.

• Helsel L., & Greenberg D., (2007) Helping struggling writers succeed: a self-regulated strategy

• instruction program. International Reading Association, 753- 760.

• Lane K., Graham S., Harris K., Weisenbach J., (2006) Teaching writing strategies to young

students struggling with writing and at risk for behavioral disorders: self-regulated strategy development. TEACHING Exceptional Children 39(9). 60-64.

• Reid R., & Lienemann T., (2006) Self-regulated strategy development for written expression

• With students with attention deficit hyperactivity disorder. The Journal For Teaching

• Exceptional Children 73 (1). 53-68.

• Santangelo T., Harris K., Graham S., (2008) Using self-regulated development to support

students who have “trubol giting thangs into werds”. The Journal of Remedial and Special Education 29(2). 78-89.

• Zito J., Adkins M., Gavins M., (2007) Self-regulated strategy development: relationship to the

social-cognitive perspective and the development of self-regulation. Reading & Writing Quarterly 23, 77-95.