Improving the mathematical problem-solving skills of students with learning disabilities:
Self-regulated strategy development. The Journal of Special Education, 26, 1-19.
Improving the writing performance, knowledge, and motivation of struggling young writers: The effects of
Self-regulated strategy development. Contemporar3, Educational Psychology', 30, 207-241.
Employment of the
Self-Regulated Strategy Development Model and the Ask, Reflect, Text Strategy
Although there is a paucity of research involving reading comprehension interventions in the science classroom, there are promising reading interventions for students with EBD, in particular,
self-regulated strategy development (SRSD; Ennis, 2016; Rogevich & Perin, 2008).
Improving the writing performance, knowledge, and self-efficacy of struggling young writers: The effects of
self-regulated strategy development. Contemporary Educational Psychology, 30, 207-241.
Karen Harris, Steve Graham, and their colleagues have conducted a research program examining application of the
Self-Regulated Strategy Development (SRSD) model to the teaching of writing, as well as the integration of SRSD and the process approach to writing (Graham & Harris, 1996; Graham, Harris, MacArthur, & Schwartz, 1991).
Six second-grade students practiced a strategy for planning and writing stories using the
Self-Regulated Strategy Development (SRSD) approach and then revised their stories after instructor modeling of revising.
Using the
Self-Regulated Strategy Development model, they concentrate on the academic and motivational aspects of learning problems, detailing the model and types of self-regulation strategies.
One methodology that follows these principles,
Self-Regulated Strategy Development, is explained in terms of goals, the sequence of instruction, and methods of individualization.
Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD.
So I hope you find the reviews on repeated reading (Chard, KetterlinGeller, Baker, Doabler, & Apichatabutra); cognitive strategy instruction for mathematical problem solving (Montague & Dietz);
self-regulated strategy development in writing (Baker, Chard, Ketterlin-Geller, Apichatabutra, & Doabler); functional-based assessment (Lane, Kalberg, & Shepcaro); and time delay for teaching word recognition (Browder, Ahlgrim-Delzell, Spooner, Mims, & Baker) informative and useful.
Improving the writings of students with learning problems:
Self-regulated strategy development. School Psychology Review, 22, 656-671.
