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

9. Student assessment prior to implementation
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)

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

12. Compare/contrast elements of the strategy with class
Provides
Strategies to
support this
6 stages
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: