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NASP Home NASP Publications School Psychology Review (SPR) Volume 22 Issue 4 (1993) Improving the Writing of Students Wit...
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Volume 22, Issue 4 (1993)

Improving the Writing of Students With Learning Disabilities: self-Regulated Strategy Development

pp. 656—670

Self-Regulated Strategy Development (SRSD), a cognitive strategy instructional approach, is described. With this approach, students are taught task-specific strategies along with more general strategies for regulating strategy use and the learning process. This article focuses on how this approach has been used to help students with learning problems develop as writers. The rationale, components, stages, and characteristics of SRSD are examined. Studies investigating the application of the model with students who have difficulty with writing and other school subjects are reviewed.

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