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The Effects of Self-Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities

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Title: The Effects of Self-Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities
Language: English
Authors: Chalk, Jill C., Hagan-Burke, Shanna, Burke, Mack D.
Source: Learning Disability Quarterly. Win 2005 28(1):75-75.
Availability: The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
Peer Reviewed: Y
Page Count: 13
Publication Date: 2005
Document Type: Journal Articles
Reports - Evaluative
Education Level: High Schools
Descriptors: Writing Processes, Learning Disabilities, High School Students, Self Management, Learning Strategies, Writing Strategies, Teaching Methods
ISSN: 0731-9487
Abstract: Many students with learning disabilities (LD) exhibit deficiencies in the writing process. In order to achieve an adequate level of writing competence, these students must apply strategies that enable them to effectively plan, organize, write, and revise a written product. Explicit strategy instruction involving a structured style of learning has been found to increase students' writing competence (De La Paz & Graham, 1997a). The current study examined the effects of the Self-Regulated Strategy Development (SRSD) model on the writing performance of 15 high school sophomores with LD. Students were taught to apply the SRSD model as a strategy for planning and writing essays and to self-regulate their use of the strategy and the writing process. The effects of strategy instruction were examined using a repeated-measures design.
Abstractor: Author
Number of References: 29
Entry Date: 2005
Accession Number: EJ710418
Database: ERIC
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  Data: The Effects of Self-Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Chalk%2C+Jill+C%2E%22">Chalk, Jill C.</searchLink><br /><searchLink fieldCode="AR" term="%22Hagan-Burke%2C+Shanna%22">Hagan-Burke, Shanna</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Disability+Quarterly%22"><i>Learning Disability Quarterly</i></searchLink>. Win 2005 28(1):75-75.
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  Data: The Council for Learning Disabilities, P.O. Box 4014, Leesburg, VA 20177. Web site: http://www.cldinternational.org.
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  Data: Y
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  Data: 13
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  Data: Many students with learning disabilities (LD) exhibit deficiencies in the writing process. In order to achieve an adequate level of writing competence, these students must apply strategies that enable them to effectively plan, organize, write, and revise a written product. Explicit strategy instruction involving a structured style of learning has been found to increase students' writing competence (De La Paz & Graham, 1997a). The current study examined the effects of the Self-Regulated Strategy Development (SRSD) model on the writing performance of 15 high school sophomores with LD. Students were taught to apply the SRSD model as a strategy for planning and writing essays and to self-regulate their use of the strategy and the writing process. The effects of strategy instruction were examined using a repeated-measures design.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 75
    Subjects:
      – SubjectFull: Writing Processes
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Learning Strategies
        Type: general
      – SubjectFull: Writing Strategies
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      – SubjectFull: Teaching Methods
        Type: general
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      – TitleFull: The Effects of Self-Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities
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            NameFull: Chalk, Jill C.
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            NameFull: Hagan-Burke, Shanna
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            NameFull: Burke, Mack D.
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              Type: published
              Y: 2005
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