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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.
Authors: Chalk, Jill C., Hagan-Burke, Shanna, Burke, Mack D.
Source: Learning Disability Quarterly. Winter2005, Vol. 28 Issue 1, p75-87. 13p. 5 Charts, 1 Graph.
Subjects: Learning disabilities, Cognition disorders, Writing, Reading, Students
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. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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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: <searchLink fieldCode="JN" term="%22Learning+Disability+Quarterly%22">Learning Disability Quarterly</searchLink>. Winter2005, Vol. 28 Issue 1, p75-87. 13p. 5 Charts, 1 Graph.
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  Data: <searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Cognition+disorders%22">Cognition disorders</searchLink><br /><searchLink fieldCode="DE" term="%22Writing%22">Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Students%22">Students</searchLink>
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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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Learning Disability Quarterly is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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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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