Writing Interventions Using SRSD for Secondary Students with and At-Risk for Learning Disabilities: A Review of Empirical Research

Many secondary students find writing challenging and teachers need research-based interventions to help students become successful writers. Seventeen studies using self-regulated strategy development (SRSD) to teach writing were evaluated using the Council for Exceptional Children's Standards for Evidence-Based Practices in Special Education. All studies had participants that were in middle and high school and were identified as having or at-risk for a learning disability. The studies were examined by looking at types of writing, writing strategies used, and writing outcomes measured. The studies showed that there are effective strategies for argumentative, narrative, expository, summary, informative, compare and contrast, and paragraph writing. All writing strategies were represented by mnemonics devices. The most commonly used writing outcomes measures were quality, elements, and length. Several implications for practice were identified, most notably that secondary teachers should consider using SRSD writing instruction to enhance the writing skills of students with and at-risk for learning disabilities. Recommendations for future writing instruction research and limitations are discussed.