The purpose of this study was to evaluate the effects of a curriculum for college developmental writing classes, developed in prior design research and based on self-regulated strategy instruction. Students learned strategies for planning, drafting, and revising compositions with an emphasis on using knowledge of genre organization to guide…

In this study, we examined whether early, supplemental strategy instruction in planning helped ameliorate writing difficulties. Second-grade students experiencing difficulty learning to write were taught a strategy for planning and writing stories. Learning to use the strategy had a positive effect on writing, as students' stories became more…

This study was conducted by members of a site of the California Writing Project in partnership with a large, urban, low-SES school district where 93% of the students speak English as a second language and 69% are designated Limited English Proficient. Over an eight-year period, a relatively stable group of 55 secondary teachers engaged in ongoing…

The study with three sixth-grade learning-disabled students found that a self-instructional strategy to facilitate the generation, framing, and planning of argumentative essays had a positive effect on the students' writing performance and self-efficacy. Effects were maintained over time and transferred to a new setting and new writing genre.…

Research in self-regulated strategy development (SRSD) in composition was extended by comparing 43 learning-disabled fifth and sixth grade students in 4 conditions of SRSD instruction. Posttests indicated greater improvement for SRSD conditions with and without goal setting and self-monitoring than for the practice control condition. (SLD)