• Rogers and Graham
(2008), in their meta-analysis, found that “prewriting activities had a small
impact on improving the quality of writing produced by struggling writers in
Grades 3-5, 8, and 12” (p. 897).
• Rogers and Graham
(2008) found that “strategy instruction was effective in enhancing the number
of elements, written output, and quality of students’ writing” (p. 894). These
findings “generalize best to struggling writers in Grades 2-8 but are also
valid for typical writers in Grades 4-8” (p. 894).
• Through using
self-regulated strategy development (SRSD), which include graphic organizers,
the planning, revising, content, mechanics, quality, length, and structure of
student writing improved (Harris, Graham, & Mason, 2003).
• The benefits of
using this approach to instruction include the recognition that it is
appropriate for many emerging writers, beyond those identified as having
learning disabilities (De La Paz, 1999).
• Helpful for
students with and without learning disabilities and in a variety of settings
(De La Paz, Owen, Harris, & Graham, 2000).
References
De La Paz, S. (1999). Teaching writing strategies
and self-regulation procedures to middle school students with learning
disabilities. Focus On Exceptional Children, 31(5), 1.
De La Paz, S., & Owen, B., Harris, K. R., &
Graham, S. (2000). Riding Elvis's motorcycle: Using self-regulated strategy
development to PLAN and WRITE for a state writing exam. Learning
Disabilities Research & Practice, 15(2), 101.
Harris, K. R., Graham, S., & Mason, L. H.
(2003). Self-regulated strategy development in the classroom: Part of a
balanced approach to writing instruction for students with disabilities. Focus
on Exceptional Children, 35(7), 1-16.
Rogers, L. A., & Graham, S. (2008). A
meta-analysis of single subject design writing intervention. Journal of
Educational Psychology,100(4), 879-906.
