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

Abstract

Many students with disabilities struggle with writing. In order for students with disabilities to attain a satisfactory level of writing proficiency, they must apply strategies that enable them to effectively plan, organize, write, and revise their writing. Self-Regulated Strategy Development (SRSD) is an all encompassing and user friendly model that provides students of varying ages and abilities to learn to manage the writing process. The current study examined the effects of the Self-Regulated Strategy Development (SRSD) model on the writing performance of six high school juniors and seniors with learning and cognitive disabilities. Students were taught to apply the SRSD model as a strategy for planning and writing opinion essays.