Program Description

"Self-Regulated Strategy Development (SRSD) is both a set of student strategies and a method for delivering instruction for teachers that develops student ownership and confidence and allows them to take responsibility for their own learning. SRSD is a structured yet flexible approach that is complementary to your curriculum."

Cost

Free teaching materials can be found online. Formal online training can be purchased for $199

Intended Population

• Intervention
• Intensified intervention

Grade

• Elementary School
• Middle School
• High School

Intended Group Size

• Individual
• Small group

ELL/DLL

• Partial

Multisensory Applications

• Unspecified

Computer-Based Delivery

• None

Scripted

• Instructor Scripted

Comprehensive or Skill Specific

• Comprehensive

Placement Tests

• No

Accelerated Learning

• No

Assessment to Monitor Skills Mastery

• No

Error Correction Built In

• Unspecified

Fidelity Measures Provided by Publisher

• Unspecified

Research Summary

A review of the literature regarding SRSD revealed a number of peer-reviewed studies that reported positive writing gains in students - especially those with specific learning disabilities.

Study Citations

Danoff, B., Harris, K. R., & Graham, S. (1993). Incorporating strategy instruction within the writing process in the regular classroom: Effects on the writing of students with and without learning disabilities. Journal of Reading Behavior, 25(3), 295–322.

De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14(2), 92–106.

De La Paz, S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning difficulties. Exceptional Children, 63, 167–181.

Graham S., & Harris K. R. (1989). Improving learning disabled students’ skills at composing essays: Self-instructional strategy training. Exceptional Children, 56(3), 201–214.

Saddler, B. (2006). Increasing story-writing ability through self-regulated strategy development: Effects on young writers with learning disabilities. Learning Disability Quarterly, 29(4), 291–305.

What Works Clearinghouse (WWC) Report

• Potentially positive effects

Evidence Base (ESSA)

• No studies met inclusion requirements

Evidence-Based Practice (EBP)

• Evidence-based practice

Additional Reviews

• https://lincs.ed.gov/state-resources/federal-initiatives/teal/guide/strategydev