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Self-Regulated Strategy Development (SRSD): Teaching Writing Strategies to Students with Learning Disabilities

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Intervention Details

Subject

English Language Arts

Academic Program

Specific Learning Disability Program

Duration

9 to 11 minilessons, 30 minutes, 3 weeks, 40-50 minute sessions, 60-90 minute sessions, 4 weeks, 10 or 11 sessions, 30 minutes, 3 times a week

Grades

2, 4, 5, 6, 7, 8, 9, 10

Personnel

General Education Teacher, Special Education Teacher, Tutor, Other

Intervention Summary

Self-Regulated Strategy Development (SRSD) is an academic practice developed for teaching writing and other related skills to young students with learning difficulties. SRSD is intended to target writing achievement for students with a specific learning disability. SRSD lessons use strategies such as goal-setting, self-monitoring, and self-regulation to develop writing skills. The practice has evolved over time and can now be used with students in grades 2 through 12 across multiple content areas, and in individual, small group, or whole classroom settings. SRSD can be used with all students, but it is especially appropriate for students with learning disabilities.

Statistical Finding Summary

Positive effect on writing achievement

Source

U.S. Department of Education, Institute of Education Sciences, What Works Clearinghouse. (2017). Self-Regulated Strategy Development. Retrieved from https://ies.ed.gov/ncee/WWC/intervention/1292.

Data Sample by Population

These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.

The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.