This study assesses the impact of self-regulated strategy development (SRSD) on students identified as learning disabled (LD). Students were assigned to one of four conditions: full SRSD, SRSD without explicit self-regulation instruction, direct instruction of strategy, and nonrandomized practice control. Each condition included four groups of two to three students. Instruction was provided three times per week for three weeks, or until each student in the group could independently apply the writing strategy. Typically achieving peers were included to serve as a social validation reference group.
Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self- efficacy of students with learning disabilities
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