Self-Regulated Strategy Development (SRSD) and Social Cognitive Model (SCM) Writing Interventions

This study compared two self-regulatory writing instruction programs for 5th- and 6th-grade Spanish students with learning disabilities and/or low achievement. One hundred and twenty-one students were randomly assigned to either the Self-Regulated Strategy Development (SRSD) intervention, the Social Cognitive Model (SCM) intervention, or standard curriculum instruction. Both interventions taught cognitive and self-regulatory strategies for planning, drafting, and revising compare-contrast essays. The SRSD intervention followed six stages: developing background knowledge, discussing strategy goals, modeling the strategy, memorizing the strategy, collaborative practice, and independent performance. The SCM intervention followed four sequential levels: observation (with mastery and coping models), emulation (peer modeling), self-control (individual practice with supports), and self-regulation (adapted performance without supports). Both programs were delivered in 25 sessions of 50 minutes each, three times per week, to small groups of 6-8 students by trained educational psychologists.