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Using the Self-Regulated Strategy Development Model to Support Middle-Level Writing

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Title: Using the Self-Regulated Strategy Development Model to Support Middle-Level Writing
Language: English
Authors: Liberty, Lisa M., Conderman, Greg
Source: Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2018 91(3):118-123.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 6
Publication Date: 2018
Document Type: Journal Articles
Reports - Descriptive
Education Level: Middle Schools
Descriptors: Writing Strategies, Writing Skills, Writing Instruction, Individualized Instruction, Middle School Students, Teaching Methods, Learner Controlled Instruction
DOI: 10.1080/00098655.2018.1426303
ISSN: 0009-8655
Abstract: Writing is a complex and difficult skill for many middle-level students. Therefore, teachers must invest considerable time and apply evidence-based instructional approaches when teaching writing. This article describes the self-regulated strategy development (SRSD) approach to teaching writing and provides examples of each step of the approach with ideas for differentiating strategy-based writing instruction for middle-level students.
Abstractor: As Provided
Number of References: 21
Entry Date: 2018
Accession Number: EJ1177277
Database: ERIC
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  Value: <anid>AN0129301384;clh01may.18;2018Apr27.10:21;v2.2.500</anid> <title id="AN0129301384-1">Using the Self-regulated Strategy Development Model to Support Middle-level Writing </title> <p>Writing is a complex and difficult skill for many middle-level students. Therefore, teachers must invest considerable time and apply evidence-based instructional approaches when teaching writing. This article describes the self-regulated strategy development (SRSD) approach to teaching writing and provides examples of each step of the approach with ideas for differentiating strategy-based writing instruction for middle-level students.</p> <p>Academic performance; middle school; writing instruction; strategy instruction</p> <p>Many researchers have recognized writing instruction as an essential part of the curriculum in the United States (Festas et al. [<reflink idref="bib6" id="ref1">6</reflink>] ; Miller and McCardle [<reflink idref="bib15" id="ref2">15</reflink>] ). This is because writing is one of the primary cornerstones on which students build their content learning (Adams, Treiman, and Pressley [<reflink idref="bib1" id="ref3">1</reflink>] ), demonstrate and integrate<sups>Table 1</sups> their knowledge, synthesize and evaluate information, and think critically (Bangert-Drowns, Hurley, and Wilkinson [<reflink idref="bib2" id="ref4">2</reflink>] ). Writing also provides a powerful mechanism for communication, self-expression, and self-reflection (Graham [<reflink idref="bib8" id="ref5">8</reflink>] ) which is especially important for middle-level students as they explore their values, interests, and means of self-expression. Further, developing and expressing ideas in writing is essential in the professional and nonprofessional workplace. One's writing skills influences hiring and promotional decisions (National Commission on Writing [<reflink idref="bib17" id="ref6">17</reflink>] ). Realizing the importance of writing in school and in the workplace, educational leaders emphasized that middle-level students must be able to write narratives, persuasive and informative/explanatory texts that include multiple genres within each category (Common Core State Standards [<reflink idref="bib3" id="ref7">3</reflink>] ).</p> <p>However, writing is not an easy task. In fact, writing fluently is a cognitively demanding process because writing involves solving problems and developing strategies to accomplish writing goals. Skilled writers generate ideas, organize and elaborate on their ideas, choose words to convey their content, consider the needs of their audience, and constantly monitor their physical writing and mechanics. In these and other tasks, skilled writers self-regulate, that is, they accurately and continuously monitor their performance and adjust their actions accordingly.</p> <p>Typically, middle-level teachers employ some form of process writing instruction to teach writing (Patthey-Chavez, Matsumura, and Valdes [<reflink idref="bib19" id="ref8">19</reflink>] ), which originated from the work of Donald Graves. Nancie Atwell exemplified this work by developing the Writing Workshop model for teaching writing. Using this model, teachers engage students in meaningful writing contexts, scaffold the writing process, and help students make choices about their writing (De La Paz and McCutchen [<reflink idref="bib5" id="ref9">5</reflink>] ). They use mini-lessons and conferences to instruct students on their writing skills and ways to use composition strategies. Teachers offer students choices about the topic and writing genre and provide frequent opportunities to share their writing with others. Successful students navigate the steps of writing by organizing their thoughts, writing them down, and continually improving their compositions using constant teacher and peer feedback (Sinor and Huston [<reflink idref="bib21" id="ref10">21</reflink>] ).</p> <p>While the process approach to writing has been associated with better writing outcomes in terms of written products (Graham and Perin [<reflink idref="bib9" id="ref11">9</reflink>] ; Pritchard and Honeycutt [<reflink idref="bib20" id="ref12">20</reflink>] ), students are still performing below basic levels in writing. Specifically, in the United States 27% of 8th graders met the criteria for proficient or advanced writing while 74% performed at or below the basic level (National Center for Education Statistics [<reflink idref="bib16" id="ref13">16</reflink>] ). Further, among 8th graders assessed, 54% of African American, 55% of Hispanic, 45% of Asian, 49% of Hawaiian/other Pacific Islander, and 58% of American Indian/Alaska Native students performed below the proficient level. Struggling writers write papers that are shorter, poorly organized, and overall weaker in quality than those of their peers. In addition, struggling writers have difficulty executing and regulating the composing process, especially planning and revising. They have negative beliefs about themselves as writers, which is related to their diminished performance (Pajares [<reflink idref="bib18" id="ref14">18</reflink>] ). Given the most recent data on middle-school student's writing performance and the complexity of writing, teachers need effective ways to instruct and engage all students in the writing process as classrooms become more diverse.</p> <p>One evidence-based approach used with middle-level learners is the Self-Regulated Strategy Development (SRSD) model, which draws upon explicit instruction to support students who struggle with the writing process. SRSD is a cognitive strategy instructional model that encompasses strategy instruction and self-regulation of the writing process (Harris, Graham, and Adkins [<reflink idref="bib10" id="ref15">10</reflink>] ). This model has been successful with middle-level students in writing persuasive and narrative compositions. It provides an instructional framework when teaching writing strategies for various writing genres (Harris et al. [<reflink idref="bib11" id="ref16">11</reflink>] ).</p> <p>Following is a description of the SRSD approach and specific instructional examples based on middle-level common core state standards. For purposes here, we define a strategy as a series of steps for solving problems or performing complex tasks that efficiently lead to a successful outcome (Conderman, Hedin, and Bresnahan [<reflink idref="bib4" id="ref17">4</reflink>] ). Examples of five writing strategies that lend themselves especially well to the SRSD approach are included in Table 1.</p> <p>Examples of writing strategies.</p> <p> <ephtml> <table border="1" cellpadding="3"><tr><td align="left">Strategy</td><td align="center">Text type and purpose</td><td align="center">Steps</td></tr><tr><td align="left">TREE</td><td align="left">Opinion essays</td><td align="left">Topic sentence</td></tr><tr><td align="left" /><td align="left">(CCSS.ELA-Literacy.W.5.1)</td><td align="left">Reasons</td></tr><tr><td align="left" /><td align="left" /><td align="left">Examples</td></tr><tr><td align="left" /><td align="left" /><td align="left">Ending</td></tr><tr><td align="left">DEFENDS</td><td align="left">Persuasive writing</td><td align="left">Decide on a specific position</td></tr><tr><td align="left" /><td align="left">(CCSS.ELA-Literacy.W.6.1)</td><td align="left">Examine your reasons for this position</td></tr><tr><td align="left" /><td align="left" /><td align="left">Form a list of sub-points for each reason</td></tr><tr><td align="left" /><td align="left" /><td align="left">Expose your position in the first sentence (topic sentence)</td></tr><tr><td align="left" /><td align="left" /><td align="left">Note each reason and associated points</td></tr><tr><td align="left" /><td align="left" /><td align="left">Drive home position in last sentence</td></tr><tr><td align="left" /><td align="left" /><td align="left">Search for and correct any errors</td></tr><tr><td align="left">PLAN/WRITE</td><td align="left">Essay writing</td><td align="left">Pay attention to the prompt</td></tr><tr><td align="left" /><td align="left">(CCSS.ELA-Literacy.W.5.10)</td><td align="left">List main ideas to develop your essay</td></tr><tr><td align="left" /><td align="left" /><td align="left">Add supporting ideas</td></tr><tr><td align="left" /><td align="left" /><td align="left">Number major points in the order you will use them</td></tr><tr><td align="left" /><td align="left" /><td align="left">Work from your plan to develop a thesis statement</td></tr><tr><td align="left" /><td align="left" /><td align="left">Remember your goals</td></tr><tr><td align="left" /><td align="left" /><td align="left">Include transition words for each paragraph or within the paragraph (first, second, in closing)</td></tr><tr><td align="left" /><td align="left" /><td align="left">Try to use different kinds of sentences</td></tr><tr><td align="left" /><td align="left" /><td align="left">Enter interesting words</td></tr><tr><td align="left">WWW, What = 2, How = 2</td><td align="left">Story/Narrative</td><td align="left">Who is the main character and who else is in the story?</td></tr><tr><td align="left" /><td align="left">(CCSS.ELA-Literacy.W.5.3)</td><td align="left">When does the story take place?</td></tr><tr><td align="left" /><td align="left" /><td align="left">Where does the story take place?</td></tr><tr><td align="left" /><td align="left" /><td align="left">What does the main character do?</td></tr><tr><td align="left" /><td align="left" /><td align="left">What happens when they try to do it?</td></tr><tr><td align="left" /><td align="left" /><td align="left">How does the story end?</td></tr><tr><td align="left" /><td align="left" /><td align="left">How does the main character feel?</td></tr><tr><td align="left">STOP/DARE</td><td align="left">Essay planning</td><td align="left">Suspend judgment</td></tr><tr><td align="left" /><td align="left">(CCSS.ELA-Literacy.W.6.2)</td><td align="left">Take a side</td></tr><tr><td align="left" /><td align="left" /><td align="left">Organize ideas</td></tr><tr><td align="left" /><td align="left" /><td align="left">Plan more as you write</td></tr><tr><td align="left" /><td align="left" /><td align="left">Develop your topic sentence</td></tr><tr><td align="left" /><td align="left" /><td align="left">Add supporting ideas</td></tr><tr><td align="left" /><td align="left" /><td align="left">Reject arguments for the other side</td></tr><tr><td align="left" /><td align="left" /><td align="left">End with a conclusion</td></tr></table> </ephtml> </p> <p>Source: Harris et al. (2010).</p> <hd id="AN0129301384-2">Self-regulation strategy development in writing</hd> <p>The SRSD model is a unique six-step model that emphasizes strategy steps and self-regulation skills such as self-talk (i.e., I can write a good persuasive essay), self-monitoring, (i.e., Did I capitalize all proper nouns?) and goal setting, (i.e., I want to use a variety of sentence types). These self-regulation skills are associated with good writing. SRSD instruction also includes scaffolded and explicit instruction while emphasizing vocabulary and background knowledge that students need in order to understand the chosen writing genre or strategy (McKeown et al. [<reflink idref="bib14" id="ref18">14</reflink>] ). Further, because many students form negative attitudes about writing and themselves as writers, teachers promote students’ self-efficacy for writing which increases their motivation, effort, and use of writing skills. Initially, the teacher guides instruction of the six stages and gradually releases writing responsibility to students (Fitzgerald [<reflink idref="bib7" id="ref19">7</reflink>] ).</p> <p>Table 2 summarizes each stage of the SRSD model. Even though we describe stages sequentially, they provide a general format and can be reordered, combined, revisited, modified, or omitted to meet student and teacher needs. Further, stages are recursive—that is, if students do not master a concept or component at a certain stage, students and teachers can revisit or continue that stage as they advance to others. In the next section, we elaborate on these descriptions of each stage.</p> <p>Stages of SRSD instruction.</p> <p> <ephtml> <table border="1" cellpadding="2"><tr><td align="left">Stage</td><td align="center">Description</td></tr><tr><td align="left">1. Develop background knowledge</td><td align="left">Teachers activate students' background knowledge and skills to ensure they are prepared for the writing task.</td></tr><tr><td align="left">2. Discuss it</td><td align="left">Students and teachers examine current writing performance. Teachers introduce and discuss the writing strategy. Students commit to using the new strategy.</td></tr><tr><td align="left">3. Model it</td><td align="left">Teachers use “think alouds“ and visuals to model the strategy.</td></tr><tr><td align="left">4. Memorize it</td><td align="left">Students memorize the strategy steps.</td></tr><tr><td align="left">5. Support it</td><td align="left">Students practice the writing strategy with scaffolded instruction, as needed.</td></tr><tr><td align="left">6. Independent performance</td><td align="left">Students use the new writing strategy independently.</td></tr></table> </ephtml> </p> <p>1 Note. Adapted from Harris, Graham, and Mason (2003).</p> <hd id="AN0129301384-3">Develop and activate background knowledge</hd> <p>During this stage, teachers introduce or review necessary background knowledge (i.e. what makes a good persuasive essay?) and pre-teach important skills (i.e., grammar, punctuation) and vocabulary (i.e., setting, characters, plot). Additionally, students learn how to use self-statements or self-speech. Self-statements are a powerful form of self-regulation (Harris, Graham, and Mason [<reflink idref="bib12" id="ref20">12</reflink>] ). The teacher instructs students to develop statements relevant to writing and to their needs and characteristics. For example, teachers can teach students who become frustrated and quit easily to say, “I can do this if I use the steps in this writing strategy and take my time.” The class discusses how self-statements help or hinder them. Students share current self-statements and how these statements have helped them (Harris et al.).</p> <hd id="AN0129301384-4">Discuss it</hd> <p>Several important events occur during this stage. First, the teacher and students discuss the overall strategy, such as the DARE strategy (see Table 1). During this discussion, teachers carefully explain strategy steps. While doing so, they describe the significance, benefits, and uses of the strategy and self-regulation skills. Teachers help students identify new situations and tasks in which they can use the strategy. Students make a commitment to learn the writing and self-regulation strategies and set goals with the teacher to learn the strategy (Harris et al. [<reflink idref="bib11" id="ref21">11</reflink>] ).</p> <p>Next, students (with teacher assistance) examine their present level of performance on the chosen writing genre or strategy. For example, if students were learning DARE, they would examine previously written persuasive essays or their performance on similar writing tasks. This sets the stage for strategy instruction, helps students assess their current skill level, and assists them in setting a reasonable writing goal.</p> <hd id="AN0129301384-5">Model it</hd> <p>Next, the teacher models<sups>Table 3</sups> the strategy using a “think aloud” to demonstrate the process of writing using the strategy and self-regulation skills. A think aloud is a method in which teachers verbalize their thinking process as they complete a task. Teachers should model thinking through each strategy step and several self-regulation skills. They should deliberately model having some difficulties and ways of overcoming them. Teachers may include the following during a think aloud:</p> <p>Problem definitions (What do I have to do to introduce my setting?)</p> <p>Attention and planning (I have to concentrate; first I need to … then …)</p> <p>Strategy step statements (I need to remember what happens in the D step)</p> <p>Self-evaluation statements (Have I used all my steps? Oops, I missed one, I'd better add it in)</p> <p>Coping and self-control statements (I can handle this; I need to go slowly and take my time)</p> <p>Self-reinforcement statements (I like my ending!)</p> <p>Statements should match students’ verbal style and language to help them develop their own statements later. As teachers model strategy steps, they often use a visual aid that lists steps, a chart that includes a mnemonic to help students remember steps, or a graphic organizer.</p> <p>Also during this stage, the class discusses the importance of self-statements, goal setting, and self-assessment. At this point, students begin developing their own self-statements and recording them. Students discuss strategy steps and continue to brainstorm where and when they could apply the strategy to other tasks and settings.</p> <hd id="AN0129301384-6">Memorize it</hd> <p>During this stage, students memorize steps in the strategy (i.e., DARE) and the meaning of mnemonics representing strategy steps (i.e., D stands for Develop your topic sentence, A stands for Add supporting ideas). Teachers also require students to memorize one or more of their self-statements, so those become automatic.</p> <hd id="AN0129301384-7">Support it</hd> <p>Next, teachers support or “scaffold” students’ use of the strategy. Teachers often accomplish this by writing a composition together as a class. Teachers guide students by asking questions such as, “What is the first step in the DARE strategy? What do we do in this step? Who can provide our first sentence to get us started?” Teachers also discuss additional self-regulation strategies such as goal setting, self-monitoring, or self-reinforcement if they did not share these earlier. These components support motivation, maintenance, and generalization. Students can also write together in small groups with the use of cue cards or checklists, as shown in Table 3.</p> <p>Cue card for STOP/DARE strategy.</p> <p> <ephtml> <table border="1" cellpadding="3"><tr><td align="left">Step</td><td align="center">Reminders for that step</td><td align="center">Checklist</td></tr><tr><td align="left">Suspend judgment</td><td align="left">Did I list ideas for each side? If not, do this now;</td><td align="left" /></tr><tr><td align="left" /><td align="left">Can I think of anything else? Try to write more ideas; and</td><td align="left" /></tr><tr><td align="left" /><td align="left">Another point I haven't considered yet is …</td><td align="left" /></tr><tr><td align="left">Take a side</td><td align="left">Read your ideas. Decide which side you believe in or which side can be used to make the strongest argument. Place a “+” on the side that shows your position.</td><td align="left" /></tr><tr><td align="left">Organize ideas</td><td align="left">Put a star next to ideas you will use. Choose at least ____ideas;</td><td align="left" /></tr><tr><td align="left" /><td align="left">Choose at least _____ argument(s) to refute; and</td><td align="left" /></tr><tr><td align="left" /><td align="left">Number ideas in the order you will use them.</td><td align="left" /></tr><tr><td align="left">Plan more as you write</td><td align="left">Continue to plan as you write. I will think of DARE as I go:</td><td align="left" /></tr><tr><td align="left" /><td align="left"><p>Develop your topic sentence (A good and powerful topic sentence tells the reader what he believes)</p></td><td align="left" /></tr><tr><td align="left" /><td align="left"><p>Add supporting ideas (Think about ideas that I have for my argument)</p></td><td align="left" /></tr><tr><td align="left" /><td align="left"><p>Reject arguments for the other side (I have to choose my argument carefully, so my reader does not get confused about my position)</p></td><td align="left" /></tr><tr><td align="left" /><td align="left"><p>End with a conclusion (I need to use a strong conclusion by restating my premise using different words)</p></td><td align="left" /></tr></table> </ephtml> </p> <p>2 Source: Harris et al. (2008).</p> <p>Teachers provide as much support as students need. They may write collaboratively with students who need 1:1 or small group support. The teacher and each student collaboratively determine challenging but achievable writing goals.</p> <p>Throughout this stage, the teacher gradually fades prompts and instruction. For example, the teacher may ask fewer questions, remove the use of cue cards or checklists, and have students complete more tasks independently. The teacher and students continue to practice the strategy until students have achieved sufficient mastery. This is the longest of the six stages. Therefore, students receive adequate time and numerous opportunities to practice all strategy steps. By the conclusion of this stage, students should be able to explain steps in the strategy, organize their thoughts with or without a graphic organizer, and write a paper with minimal supports.</p> <hd id="AN0129301384-8">Independent performance</hd> <p>Eventually, students complete the writing task on their own with as few supports as possible. Students are encouraged to use self-statements covertly (“in your head”). The teacher discusses plans for students to continue to use the strategy and informs them that he or she will periodically check to see if they remember the strategy and its use. The teacher continues to prompt generalization of the strategy in other subjects.</p> <hd id="AN0129301384-9">Sample model segment</hd> <p>Next, we provide a short segment of the model stage provided by middle- level science teacher Mr McGregor who decided to teach his students a strategy for writing reports, a skill his students use in other subjects. He did not find a strategy in the literature, so he developed his own by thinking about the steps he wanted students to follow. His strategy included these steps:</p> <p>Research your topic</p> <p>Enter ideas into the graphic organizer</p> <p>Put your ideas into paragraphs</p> <p>Offer details and examples</p> <p>Re-write based on peer feedback</p> <p>Turn in your report on time</p> <p>These steps represent the process approach to writing and include opportunities for peer feedback. After completing the develop background knowledge and discuss it stages, Mr McGregor is ready to model the strategy and some self-regulation skills using a think aloud. Here is a segment of his modeling of the O stage.</p> <p>Now we are ready for the O step, which stands for offer details and examples. Let me see: How can do I that? Well, my report is on climate change. Details deal with specifics. Examples are situations that illustrate something. I wonder how I can add details and examples. Let's start with the paragraph after the introduction [orally reads paragraph to class]. Hmm … does it have details or specifics? No, it does not. That paragraph was on temperature change. I remember my research indicated that temperatures on earth have risen 1.7 degrees in the last 100 years. That's a good detail because it is specific and relevant to my report. It fits in this paragraph, but where? I think it fits right after I wrote that climate change involves changes in temperatures because that is the main idea. Watch me write it in [reads paragraph with new detail]. Wow—that detail added a lot to that paragraph! I really like how that sounds! Now, let's see where I can add an example. I will go back and re-read my main idea and detail to determine where to place my example [re-reads those two sentences]. I think I should place my example (which is that 16 of the 17 warmest years in the 136-year record all have occurred since 2001), after the detail because the O step says I should offer details and then examples. I have to choose my example carefully, so my reader understands my topic. I like my ideas. This will be a good essay because I am really taking my time to plan it. The next step is the R step. I can handle this … I know the steps!</p> <p></p> <hd id="AN0129301384-10">Differentiating SRSD</hd> <p>Owing to the wide range of writing skills found within any classroom, teachers need to differentiate instruction. In no academic area is this truer than in writing (McKeown et al. [<reflink idref="bib14" id="ref22">14</reflink>] ). Teachers can differentiate instruction for students who need more (or less) support, work with pairs or small groups of students with similar writing skills and goals, have peers work together, and modify teaching materials and experiences. Table 4 provides additional ways of differentiating instruction during each stage of SRSD instruction.</p> <p>Differentiating SRSD.</p> <p> <ephtml> <table border="1" cellpadding="2"><tr><td align="left">Stage of instruction</td><td align="center">Ways to differentiate instruction</td></tr><tr><td align="left">1. Develop background knowledge</td><td align="left">Assess background knowledge through pretest and self-assessments</td></tr><tr><td align="left" /><td align="left">Have students write or draw pictures of vocabulary</td></tr><tr><td align="left" /><td align="left">Discuss, draw, or act the meaning of each genre element</td></tr><tr><td align="left" /><td align="left">Use many examples to show how authors develop or use elements in their writing</td></tr><tr><td align="left">2. Discuss it</td><td align="left">Have students develop their own self-statements</td></tr><tr><td align="left" /><td align="left">Encourage student goal setting based on skill level</td></tr><tr><td align="left" /><td align="left">Conference with student(s)</td></tr><tr><td align="left" /><td align="left">Outline instructional procedures</td></tr><tr><td align="left" /><td align="left">Use peer tutoring to help students learn the strategy</td></tr><tr><td align="left">3. Model it</td><td align="left">Provide student access to videotaped segment</td></tr><tr><td align="left" /><td align="left">Have students use strategy step charts</td></tr><tr><td align="left" /><td align="left">Allow students to “test” out of this step</td></tr><tr><td align="left" /><td align="left">Have students provide self-statement examples</td></tr><tr><td align="left" /><td align="left">Model successful coping and frustration skills</td></tr><tr><td align="left">4. Memorize it</td><td align="left">Teach a song or jingle for mnemonic retrieval</td></tr><tr><td align="left" /><td align="left">Create a visual to compliment mnemonic</td></tr><tr><td align="left" /><td align="left">Have students memorize several self-statements</td></tr><tr><td align="left" /><td align="left">Prompt students to use self-statements</td></tr><tr><td align="left" /><td align="left">Allow students to memorize most but not all steps </td></tr><tr><td align="left">5. Support it</td><td align="left">Provide writing prompts, pictures, story starters, fill-in-the blanks</td></tr><tr><td align="left" /><td align="left">Allow use of cue cards, checklists</td></tr><tr><td align="left" /><td align="left">Provide exemplar as model</td></tr><tr><td align="left" /><td align="left">Have students write and edit with partners, small groups</td></tr><tr><td align="left" /><td align="left">Adjust support to meet individual needs (e.g., charts and self-statements)</td></tr><tr><td align="left">6. Independent performance</td><td align="left">Allow use of assistive technologies</td></tr><tr><td align="left" /><td align="left">Allow students to use mnemonic chart</td></tr><tr><td align="left" /><td align="left">Contract for a grade or score</td></tr><tr><td align="left" /><td align="left">Allow rewrites with opportunities to improve score</td></tr><tr><td align="left" /><td align="left">Allow student choice of topic</td></tr></table> </ephtml> </p> <hd id="AN0129301384-11">Concluding thoughts</hd> <p>Writing is a critical life skill. It is also a complex skill that involves many separate tasks that students need to regulate simultaneously. Because of this, middle-level students often need explicit instruction which includes teacher modeling of the writing strategy and self-regulation skills such as self-talk, self-monitoring, and goal setting. The SRSD model is an evidence-based instructional approach that incorporates components of effective instruction and is appropriate for middle level students. Teachers can differentiate steps of the model based on student needs and characteristics. Doing so supports all students on their journey of becoming successful writers.</p> <ref id="AN0129301384-12"> <title>References</title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext>Adams, M. J., R. Treiman, and M. Pressey. 2000. Reading, writing, and literacy. In Handbook of child psychology: Vol. 4. Child psychology in practice, ed. I. E. Sigel and K. A. Renninger, 275 - 355. New York : Wiley. </bibtext> </blist> <blist> <bibl id="bib2" idref="ref4" type="bt">2</bibl> <bibtext>Bangert-Drowns, R., M. Hurley, and B. Wilkinson. 2004. The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research 74 ( 1 ): 29 - 58. doi: 10.3102/00346543074001029. </bibtext> </blist> <blist> <bibl id="bib3" idref="ref7" type="bt">3</bibl> <bibtext>Common Core State Standards: National Governors Association and Council of Chief School Officers. 2010. Retrieved December 2012, from : <ulink href="http://www.corestandards.org/">http://www.corestandards.org/</ulink>. </bibtext> </blist> <blist> <bibl id="bib4" idref="ref17" type="bt">4</bibl> <bibtext>Conderman, G., L. Hedin, and V. Bresnahan. 2013. Strategy instruction for middle and secondary students with mild disabilities: Creating independent learners. Thousand Oaks, CA : Corwin. </bibtext> </blist> <blist> <bibl id="bib5" idref="ref9" type="bt">5</bibl> <bibtext>De La Paz, S., and D. McCutchen. 2011. Learning to write. In Handbook of research on learning and instruction, ed. R. E. Mayer and P. A. Alexander, pp. 32 - 54. New York, NY : Routledge. </bibtext> </blist> <blist> <bibl id="bib6" idref="ref1" type="bt">6</bibl> <bibtext>Festas, I., A. L. Oliveira, J. A. Rebelo, M. H. Damiao, K. Harris, and S. Graham. 2015. Professional development in self-regulated strategy development: Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology 40 : 17 - 27. doi: 10.1016/j.cedpsych.2014.05.004. </bibtext> </blist> <blist> <bibl id="bib7" idref="ref19" type="bt">7</bibl> <bibtext>Fitzgerald, J. 2013. Constructing instruction for struggling writers: What and how. Annals of Dyslexia 63 : 80 - 95. doi: 10.1007/s11881-011-0063-z. </bibtext> </blist> <blist> <bibl id="bib8" idref="ref5" type="bt">8</bibl> <bibtext>Graham, S. 2006. Strategy instruction and the teaching of writing: A meta-analysis. In Handbook of writing research, ed. C. MacArthur, S. Graham and J. Fitzgerald, 187 - 207. New York : Guilford. </bibtext> </blist> <blist> <bibl id="bib9" idref="ref11" type="bt">9</bibl> <bibtext>Graham, S., and D. Perin. 2007. Writing next: Effective strategies to improve writing of adolescents in middle and high schools. New York : Carnegie Corporation of New York. </bibtext> </blist> <blist> <bibl id="bib10" idref="ref15" type="bt">10</bibl> <bibtext>Harris, K. R., S. Graham, and M. Adkins. 2015. Practice-based professional development and self-regulated strategy development for tier 2, at-risk writers in second grade. Contemporary Educational Psychology 40 : 5 - 16. doi: 10.1016/j.cedpsych.2014.02.003. </bibtext> </blist> <blist> <bibl id="bib11" idref="ref16" type="bt">11</bibl> <bibtext>Harris, K. R., S. Graham, M. Brindle, and K. Sandmel. 2009. Metacognition and children's writing. In D. Hacker, J. Dunlosky and A. Graesser ( Eds. ), Handbook of metacognition in education, 131 - 153. New York, NY : Routledge. </bibtext> </blist> <blist> <bibl id="bib12" idref="ref20" type="bt">12</bibl> <bibtext>Harris, K. R., S. Graham, and L. H. Mason. 2003. Self-regulated strategy development in the classroom: Part of a balanced approach to writing instruction for students with disabilities. Focus Excep Child 35 ( 7 ): 1 - 16. </bibtext> </blist> <blist> <bibl id="bib13" type="bt">13</bibl> <bibtext>Harris, K. R., S. Graham, L. Mason, and B. Friedlander. 2008. Powerful writing strategies for all students. Baltimore, MD : Brookes. </bibtext> </blist> <blist> <bibl id="bib14" idref="ref18" type="bt">14</bibl> <bibtext>McKeown, D., M. Brindle, K. R. Harris, S. Graham, A. A. Collins, and M. Brown. 2016. Illuminating growth and struggles using mixed methods: Practice-based professional development and coaching for differentiating SRSD instruction in writing. Reading and Writing: An International Journal 29 : 1105 — 1140. doi: 10.1007/s11145-016-9627 </bibtext> </blist> <blist> <bibl id="bib15" idref="ref2" type="bt">15</bibl> <bibtext>Miller, B., and P. McCardle. 2011. Reflections on the need for continued research on writing. Reading and Writing 24 : 121 - 132. doi: 10.1007/s11145-010-9267-6. </bibtext> </blist> <blist> <bibl id="bib16" idref="ref13" type="bt">16</bibl> <bibtext>National Center for Education Statistics. 2012. The nation's report card: Writing 2011 (NCES 2012-470). Washington, DC : Institute of Education Sciences, US Department of Education. </bibtext> </blist> <blist> <bibl id="bib17" idref="ref6" type="bt">17</bibl> <bibtext>National Commission on Writing. 2005. Writing: A powerful message from state government. New York : College Board. </bibtext> </blist> <blist> <bibl id="bib18" idref="ref14" type="bt">18</bibl> <bibtext>Pajares, F. 2003. Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly 19 ( 2 ): 139 - 158. doi: 10.1080/10573560308222. </bibtext> </blist> <blist> <bibl id="bib19" idref="ref8" type="bt">19</bibl> <bibtext>Patthey-Chavez, G. G., L. C. Matsumura, and R. Valdes. 2004. Investigating the process approach to writing instruction in urban middle schools. Journal of Adolescent & Adult Literacy 47 ( 6 ): 462 - 477. </bibtext> </blist> <blist> <bibl id="bib20" idref="ref12" type="bt">20</bibl> <bibtext>Pritchard, R. J., and R. L. Honeycutt. 2006. The process approach to writing instruction: Examining its effectiveness. In Handbook of writing research, ed. C. A. MacArthur, S. Graham and J. Fitzgerald, 275 - 290. New York : Guilford Press. </bibtext> </blist> <blist> <bibl id="bib21" idref="ref10" type="bt">21</bibl> <bibtext>Sinor, J., and M. Huston. 2004. The role of ethnography in the post-process writing classroom. Teaching English in the Two-Year College 31 ( 4 ): 369 - 382. </bibtext> </blist> </ref> <aug> <p>By Lisa M. Liberty and Greg Conderman</p> </aug>
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  Data: Writing is a complex and difficult skill for many middle-level students. Therefore, teachers must invest considerable time and apply evidence-based instructional approaches when teaching writing. This article describes the self-regulated strategy development (SRSD) approach to teaching writing and provides examples of each step of the approach with ideas for differentiating strategy-based writing instruction for middle-level students.
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