Presentation on theme: "Self-regulated strategy development (SRSD) instruction"— Presentation transcript:
1Self-regulated strategy development (SRSD) instruction Harris, K, Graham, S, Mason, L. & Friedlander, B. (2008). Powerful writing strategies for all students. Baltimore, MD: Brookes.
2The challenge of helping struggling writers Generating content:Struggling writers do not know how to access what they know in writingThey do not have as much difficulty when given the opportunity to “say” rather than “write” what they knowMaking revisionsLess than 20% of revisions made by struggling writers change the original textRevisions tend to focus on word substitution, mechanical errors, or a neater product because these “rules” are concrete and accessible.
3Why 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.
4Philosophy of the strategy Provides struggling writers with specific, concrete strategiesHelps students by providing concrete models for “what has to happen in the mind”
5Review 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 writingKnowledge of writingApproach to writingSelf-efficacyMeaningful improvements found with average-to-better writers, as well as students who score at or below the 25th percentile on writing measuresResearch 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 materialsSystematic, 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 approachDoes not specifically teach mechanics of writing
8Target audienceWide range of students from “average-to-better” writers, as well as students who score at or below the 25th percentile on writing measuresCan be effective in one-to-one, small group, or inclusive classroom instructional setting
9Student assessment prior to implementation Assessment is integrated in steps of implementation:Stage 1: Develop background knowledge (can assess preskills here)Stage 2: Discuss itStage 3: Model it (think alouds)Stage 4: Memorize itStage 5: Support it (use scaffolding; critical and longest stage)Sage 6: Independent performance (goal: “covert” self-instruction)
10Overview of types of SRSD strategies Word choiceVocabulary enrichmentStory writingPOW + WWWPOW + C-SPACENarrative, expository, and persuasive writingPOW + TREESTOP and DAREReport writingPlansRevisingREVISEPeer RevisingWriting for a competency testsPLAN & WRITEReading and writing informational textTWA + PLANS
11One example POW + WWW Strategy for story writing
12Compare/contrast elements of the strategy with class ProvidesStrategies tosupport this6 stagesVariety ofStrategies toTeach differentwriting skillsProvided forIn stages andspecificstrategies
13Monitoring student progress Students self evaluate (written products)Assess changes in student writing behavior, attitudes, and cognitionLessons in book include assessment (teacher, student)Assessbefore (cognition)During (process)After (final product, portfolio, benchmarks)
14Addressing learning differences Attention: Embedded in model, specific emphasis on scaffolding during stage 5 (support)Spatial and sequential processing: Embedded in modelLanguage: Use very specific language during modeling stageMemory: Embedded in model (allow extended use of strategy rather than memorization); book marks, etc.higher order thinking: Embedded in modelMotor skills: Consultation with OT, HWWT, assistive technology
15Additional resourcesInteractive tutorial at:Graham, S. & Harris, K. (2005) Writing Better: Effective strategies for teaching students with learning difficulties. Baltimore, MD: BrookesStrategy instruction website at: