Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities

Research in self-regulated strategy development (SRSD) in writing was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition.

Author: 
Sawyer, R., Graham, S., & Harris, K. R.
Year: 
1992
Source: 
Journal of Educational Psychology, Vol. 84, 340-352.
Type: 
Related Research
Content Area: 
writing
Grade Level: 
middle school
IDEA Disability Category: 
major-other health impairment
specific learning disability
Instructional Support: 
organize and plan
National Writing Next Standards: 
editing and revising
planning and organizing
English Language Arts: 
Writing