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.
Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self-efficacy of students with learning disabilities
Journal of Educational Psychology, Vol. 84, 340-352.
IDEA Disability Category:
major-other health impairment
specific learning disability
organize and plan
National Writing Next Standards:
editing and revising
planning and organizing
English Language Arts: