Resource Library

Direct teaching, strategy instruction, and strategy instruction with explicit self-regulation: Effects on the composition skills and self- efficacy of students with learning disabilities

Research
Standards: Writing
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...

Self-regulated strategy development instruction for writing an opinion essay: Effects for six students with emotional/behavior disorders

Research
Standards: Writing
The purpose of the study was to examine the impact of self-regulated strategy development (SRSD) to support POW (Pick my idea, Organize my notes, Write and say more) and TREE (Topic sentence, Reasons...

Teaching expressive writing to students with learning disabilities: A meta-analysis.

Research
Subscription Required: No
Standards: Writing
The purpose of this meta-analysis was to summarize the impact of process-writing interventions (i.e., writing, editing, and reviewing) on students with learning disabilities (LD). The interventions...

The process writing approach: A meta-analysis

Research
Standards: Writing
The purpose of this meta-analysis was to determine if process-writing instruction improves the quality of students’ writing and their motivation to write. The meta-analysis focused on studies with...