In 1987, James Ysseldyke made an open call in Exceptional Children, asking for manuscript submissions that addressed issues and concerns of culturally diverse learners. Over 30 years have passed since that call, and research with this population remains limited. Approximately 9% of the K-12 special education population nationwide is composed of…

The effects of self-regulated strategy development (SRSD) for reading and writing, when delivered by eight special education teachers in middle school learning support classrooms, were examined in a quasi-experimental study. Results indicated that students, 75% with learning disabilities, who received treatment improved performance with small…

Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…

Writing, as a critical academic skill, is receiving national attention -- joining the ranks of reading, mathematics, and science. The focus on increased writing performance standards for all students has implications for students with learning disabilities (LD), as these students are most likely to struggle with basic writing skills, and with…

High school students with emotional disturbances (ED) often struggle with classroom writing tasks. In this study, the effectiveness of Self-Regulated Strategy Development (SRSD) instruction for 10 min timed persuasive quick writes with three high school students with ED was investigated. Results indicated improvement in the areas of quality,…

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers…

A multiple baseline alternating treatment (A-B-C-D) design was used to evaluate the effectiveness of a writing and peer revision intervention. Eight middle school students enrolled in an alternative program for students with emotional and behavioral disorders received Self- Regulated Strategy Development (SRSD) for 10-minute quick writing and…

Many students struggle with gaining knowledge and writing about content text material and therefore require effective intervention. In a randomized controlled trial study, 77 low-achieving fourth-grade students received reading comprehension instruction or reading comprehension plus writing instruction or were assigned to a no-treatment control.…

Self-regulated strategy development instruction or SRSD is a method developed for teaching students how and what to think while writing. SRSD instruction for the persuasive writing strategy POW (Pick my idea, Organize notes, Write and Say more) + TREE (Topic sentence, Reasons, Explain reasons, Ending) helps students by teaching them to develop…

Many students with disabilities have written language production deficits. As a result, these students are failing to meet the demands of government-initiated standards, higher education, and employment. In this review, quantitative experimental intervention studies for improving persuasive, narrative, and expository compositions for adolescents,…

A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students' writing was evaluated before instruction and after self-regulated strategy development (SRSD)…

Explicit strategy instruction combined with student-directed self-regulation in conjunction with cognitive strategies has proven effective in supporting low-achieving students' reading comprehension. Experts have extended 1 such approach, self-regulated strategy development (SRSD) for the expository reading comprehension Think before reading,…

Two experiments were conducted with developmental education students to investigate the impact of a contextualized intervention focusing on written summarization and other reading and writing skills. In experiment 1 (n = 322), greater gain was found for intervention than comparison participants on three summarization measures: proportion of main…

A multiprobe multiple baseline design was used to evaluate the effectiveness of strategy instruction in persuasive quick writing with 5 seventh- and eighth-grade students who attended a county alternative placement school for students with severe emotional and behavioral disabilities. Students were taught to plan and write a 10-minute persuasive…

Instructors in community college developmental education programs are constantly seeking new ways to improve outcomes for their students, but, to date, there has been a shortage of empirical studies on the effectiveness of such efforts. The current study provides evidence on the potential efficacy of an approach to helping students develop an…