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SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) INSTRUCTION Harris, K, Graham, S, Mason, L. & Friedlander, B. (2008). Powerful writing strategies for all students.

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Presentation on theme: "SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) INSTRUCTION Harris, K, Graham, S, Mason, L. & Friedlander, B. (2008). Powerful writing strategies for all students."— Presentation transcript:

1 SELF-REGULATED STRATEGY DEVELOPMENT (SRSD) INSTRUCTION Harris, K, Graham, S, Mason, L. & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.

2 The challenge of helping struggling writers  Generating content:  Struggling writers do not know how to access what they know in writing  They do not have as much difficulty when given the opportunity to “say” rather than “write” what they know  Making revisions  Less than 20% of revisions made by struggling writers change the original text  Revisions tend to focus on word substitution, mechanical errors, or a neater product because these “rules” are concrete and accessible.

3 Why do students struggle?  Struggling writers do not respond to the abstract terms that are a part of the writing process (brainstorm, plan, draft, and revise), even though they have received writing instruction.

4 Philosophy of the strategy  Provides struggling writers with specific, concrete strategies  Helps students by providing concrete models for “what has to happen in the mind”

5 Review of research supporting SRSD  Over 40 studies using the SRSD model of instruction have been reported (elementary through high school)  Significant findings in four main aspects of student performance:  Quality of writing  Knowledge of writing  Approach to writing  Self-efficacy  Meaningful improvements found with average-to-better writers, as well as students who score at or below the 25 th percentile on writing measures  Research based practice according to CEC’s Evidence Based Practices Identification Criteria

6 “Pros” of the strategy  Little to no start up cost  Materials readily available  “transparency” of the materials  Systematic, explicit, and consistent implementation strategy for teaching

7 “Cons” of the strategy  Sheer number of strategies  Newness of strategy; many teachers may be unfamiliar with approach  Does not specifically teach mechanics of writing

8  Wide range of students from “average-to-better” writers, as well as students who score at or below the 25 th percentile on writing measures  Can be effective in one-to-one, small group, or inclusive classroom instructional setting Target audience

9  Assessment is integrated in steps of implementation:  Stage 1: Develop background knowledge (can assess preskills here)  Stage 2: Discuss it  Stage 3: Model it (think alouds)  Stage 4: Memorize it  Stage 5: Support it (use scaffolding; critical and longest stage)  Sage 6: Independent performance (goal: “covert” self-instruction) Student assessment prior to implementation

10 Overview of types of SRSD strategies  Word choice  Vocabulary enrichment  Story writing  POW + WWW  POW + C-SPACE  Narrative, expository, and persuasive writing  POW + TREE  STOP and DARE  Report writing  Plans  Revising  REVISE  Peer Revising  Writing for a competency tests  PLAN & WRITE  Reading and writing informational text  TWA + PLANS

11 One example  POW + WWW  Strategy for story writing  m m

12 Compare/contrast elements of the strategy with class 6 stages Provides Strategies to support this Variety of Strategies to Teach different writing skills Provided for In stages and specific strategies

13 Monitoring student progress  Students self evaluate (written products)  Assess changes in student writing behavior, attitudes, and cognition  Lessons in book include assessment (teacher, student)  Assess  before (cognition)  During (process)  After (final product, portfolio, benchmarks)

14 Addressing learning differences  Attention: Embedded in model, specific emphasis on scaffolding during stage 5 (support)  Spatial and sequential processing: Embedded in model  Language: Use very specific language during modeling stage  Memory: Embedded in model (allow extended use of strategy rather than memorization); book marks, etc.  higher order thinking: Embedded in model  Motor skills: Consultation with OT, HWWT, assistive technology

15 Additional resources  Interactive tutorial at:  Graham, S. & Harris, K. (2005) Writing Better: Effective strategies for teaching students with learning difficulties. Baltimore, MD: Brookes  Strategy instruction website at:


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