Self-Regulated Strategy Development and the Writing Process: Effects on Essay Writing and Attributions

1998 ◽  
Vol 64 (3) ◽  
pp. 295-311 ◽  
Author(s):  
Melissa Sexton ◽  
Karen R. Harris ◽  
Steve Graham
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Process Writing ◽  
Strategy Development ◽  
Students With Learning Disabilities ◽  
Essay Writing ◽  
Students With Ld ◽  
Process Effects ◽  
Regulation Strategies ◽  
Positive Effect

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.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

Writing and Writing Difficulties From Primary Grades to College

2015 ◽  
Vol 39 (1) ◽  
pp. 3-4 ◽  
Author(s):  
Steve Graham ◽  
Tracey E. Hall
Keyword(s):  
At Risk ◽  
Learning Disabilities ◽  
Elementary School ◽  
Writing Process ◽  
Evidence Based ◽  
Students With Learning Disabilities ◽  
Writing Difficulties ◽  
Evidence Based Practices ◽  
Considerable Difficulty ◽  
Students With Ld

In today’s world, writing is an essential skill. At school, writing is often used to gauge students’ understanding of content material as well as to promote the learning of it. Students with learning disabilities (LD) and those at risk for writing difficulties experience considerable difficulty with almost every aspect of writing. The field of LD is developing a reasonable foundation of knowledge about what and how students with LD and those at risk for LD write. The articles in this series contribute to our growing knowledge of how students with LD struggle with the writing process and can benefit from evidence-based practices, beginning in elementary school and continuing into college. The purpose of this article is to introduce the special series on writing and writing difficulties. Three of the articles are included in this issue, and the two remaining articles will appear in the next issue. This introduction provides readers with the rationale for the series, the purpose of each article, and a brief overview of each contribution.

Cognition, Metacognition, and Achievement of College Students with Learning Disabilities

2005 ◽  
Vol 28 (4) ◽  
pp. 261-272 ◽  
Author(s):  
Guy Trainin ◽  
H. Lee Swanson
Keyword(s):  
College Students ◽  
Learning Strategies ◽  
Phonological Processing ◽  
Help Seeking ◽  
Semantic Processing ◽  
Short Term Memory ◽  
Word Reading ◽  
Self Regulation ◽  
Students With Learning Disabilities ◽  
Students With Ld

This study examined the way successful college students with LD compensated for their deficits in phonological processing. Successful was defined as average or above-average grades in college coursework. The study compared the cognitive and metacognitive performance of students with and without LD (N=40). Although achievement levels for both groups were comparable, students with LD scored significantly lower than students without LD in word reading, processing speed, semantic processing, and short-term memory. Differences were also found between groups in self-regulation and number of hours of studying. Results showed that students with LD compensated for their processing deficits by relying on verbal abilities, learning strategies, and help seeking.

Improving the Compositions of Students with Learning Disabilities Using a Strategy Involving Product and Process Goal Setting

1992 ◽  
Vol 58 (4) ◽  
pp. 322-334 ◽  
Author(s):  
Steve Graham ◽  
Charles Macarthur ◽  
Shirley Schwartz ◽  
Victoria Page-Voth
Keyword(s):  
Learning Disabilities ◽  
Goal Attainment ◽  
Strategy Instruction ◽  
Probe Design ◽  
Students With Learning Disabilities ◽  
Essay Writing ◽  
Writing Strategy ◽  
Product And Process ◽  
Multiple Probe ◽  
Positive Effect

This study was conducted to determine if a planning and writing strategy would improve the essay writing of students with learning disabilities. Four participants were taught a strategy designed to facilitate the setting of product and process goals, generation and organization of notes, continued planning during writing, and evaluation of goal attainment. Training effects were investigated using a multiple probe design across subjects. Strategy instruction had a positive effect on students' essay writing performance and knowledge of the writing process, and effects were maintained over time.

Supporting the Writing Process with Technology for Students with Disabilities

2019 ◽  
Vol 55 (2) ◽  
pp. 78-85
Author(s):  
Anya S. Evmenova ◽  
Kelley Regan
Keyword(s):  
Students With Disabilities ◽  
Learning Strategies ◽  
Universal Design For Learning ◽  
Writing Process ◽  
Student Writing ◽  
Students With Learning Disabilities ◽  
Process Technology ◽  
Self Regulated Learning ◽  
Design For Learning ◽  
Students With Ld

Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.

Motivation and Self-Regulation

1998 ◽  
Vol 19 (5) ◽  
pp. 300-309 ◽  
Author(s):  
Barbara M. Fulk ◽  
Frederick J. Brigham ◽  
Darlene A. Lohman
Keyword(s):  
Classroom Practice ◽  
Self Regulation ◽  
Self Report ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Motivation Orientation ◽  
Students With Ld ◽  
Orientation Scale ◽  
Students With Ebd

The purpose of this study was to investigate the motivational characteristics of 3 groups of adolescents: students with learning disabilities (LD), students with emotional or behavioral disorders (EBD), and students with average achievement (AA). Three questionnaires, the Motivation Orientation scale, the Purposes of School scale, and the Motivated Strategies for Learning questionnaire were administered to junior high and middle school students with LD and EBD, and to an age-matched group of students with AA. These self-report measures were administered to students in small groups in one session of approximately 35 to 40 minutes. Significant differences on the Motivation Orientation scale were detected among the groups. Differences on the Purposes of School scale approached but did not reach significance. Students with LD appeared to be more alienated and oriented to avoiding work than students with AA or students with EBD. Students with EBD reported significantly more feelings of test anxiety than did students with LD or AA. Gender differences emerged, with females reporting more support for self-sacrifice, community spirit, and persistence, whereas male students reported more feelings of alienation. Implications for future research and classroom practice are discussed.

Persuasive Quick-Writing about Text: Intervention for Students with Learning Disabilities

2019 ◽  
Vol 45 (1) ◽  
pp. 122-146 ◽  
Author(s):  
Stephen Ciullo ◽  
Linda H. Mason ◽  
Laura Judd
Keyword(s):  
Learning Disabilities ◽  
Reading Interventions ◽  
Persuasive Writing ◽  
Multiple Baseline ◽  
Strategy Development ◽  
Students With Learning Disabilities ◽  
Baseline Design ◽  
Writing Students ◽  
Students With Ld ◽  
Essay Quality

Researchers examined the effects of self-regulated strategy development (SRSD) to teach students with learning disabilities (LD) to compose persuasive quick-writing about text. The study included a multiple-baseline design with multiple probes for eight students with LD in grades four and five. Researchers observed a functional relationship by systematically replicating the intervention across all student participants. Following SRSD instruction for paraphrasing text and persuasive quick-writing, students increased their persuasive writing outcomes. Improvements were also noted for essay quality and writing length. Implications for future integrated writing and reading interventions are provided.

scholarly journals Bringing Learner Self-Regulation Practices Forward

2014 ◽  
pp. 404-422 ◽  
Author(s):  
Fergus O’Dwyer ◽  
Judith Runnels
Keyword(s):  
Self Regulation ◽  
Learning Cycle ◽  
Process Writing ◽  
Learning Approach ◽  
Classroom Context ◽  
Future Directions ◽  
Essay Writing ◽  
Writing Class ◽  
Future Learning ◽  
Writing Task

This paper outlines one method through which learner self-regulation can be promoted in CEFR-informed courses using a learning cycle. Previous reports of learning cycles in use have not adequately described how they can be operationalised within the classroom—typically, they have been limited to descriptions of the cycle alone. This paper provides specific examples of how a CEFR-informed learning cycle has been implemented in an EFL process writing class. Cyclical learning and the CEFR as the tools for bringing learner self-regulation practices forward are first introduced. Next, a description of self-regulation practices in the classroom context using the example of an essay writing task in a process writing class is provided. The discussion then focuses on how instructors can encourage learners to carry their self-regulation practices forward to their future learning once a class has been completed. We conclude by suggesting possible benefits of this learning approach, and future directions for research.

The Effects of Self-Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities

2005 ◽  
Vol 28 (1) ◽  
pp. 75-87 ◽  
Author(s):  
Jill C. Chalk ◽  
Shanna Hagan-Burke ◽  
Mack D. Burke
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Repeated Measures ◽  
Writing Process ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Students With Learning Disabilities ◽  
Repeated Measures Design ◽  
Writing Competence

Many students with learning disabilities (LD) exhibit deficiencies in the writing process. In order to achieve an adequate level of writing competence, these students must apply strategies that enable them to effectively plan, organize, write, and revise a written product. Explicit strategy instruction involving a structured style of learning has been found to increase students' writing competence (De La Paz & Graham, 1997a). The current study examined the effects of the Self-Regulated Strategy Development (SRSD) model on the writing performance of 15 high school sophomores with LD. Students were taught to apply the SRSD model as a strategy for planning and writing essays and to self-regulate their use of the strategy and the writing process. The effects of strategy instruction were examined using a repeated-measures design.

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