Self-Regulated Strategy Development at Tier 2 for Second-Grade Students With Writing and Behavioral Difficulties: A Randomized Controlled Trial

We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a co...

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Veröffentlicht in:Journal of research on educational effectiveness 2011-10, Vol.4 (4), p.322-353
Hauptverfasser: Lane, Kathleen Lynne, Harris, Karen, Graham, Steve, Driscoll, Steven, Sandmel, Karin, Morphy, Paul, Hebert, Michael, House, Emily, Schatschneider, Christopher
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container_end_page 353
container_issue 4
container_start_page 322
container_title Journal of research on educational effectiveness
container_volume 4
creator Lane, Kathleen Lynne
Harris, Karen
Graham, Steve
Driscoll, Steven
Sandmel, Karin
Morphy, Paul
Hebert, Michael
House, Emily
Schatschneider, Christopher
description We examined the extent to which strategies instruction, using the Self-Regulated Strategy Development (SRSD) model, would enhance the writing, engagement during writing, and behavior of 44 second-grade students identified as having behavioral and writing difficulties. This study occurred within a comprehensive, integrated, three-tiered model of prevention that included behavioral, social, and academic components. Students were randomly assigned to an experimental or control condition. Students in the experimental condition received SRSD as a Tier 2 intervention. They were individually taught strategies for planning and composing, first for opinion essays and then for stories. Students met with their instructor 3 to 4 times per week for 30-min sessions, spending 3 to 4½ weeks in intervention for each genre. Students in the control group received the regular writing program. SRSD instructed students made significantly greater gains in writing quality and composition elements than control students for both opinion essays and stories. Students in the experimental condition also made greater gains than controls in academic engagement when writing opinion essays in their regular classroom. Transfer and behavioral effects, however, were limited. Implications are discussed.
doi_str_mv 10.1080/19345747.2011.558987
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subjects behavior
Behavior Problems
Classroom management
Comparative Analysis
Control Groups
Elementary School Students
Emotional Disturbances
emotional or behavioral disorders
Essays
Grade 2
Inclusion
Independent Study
Instructional Effectiveness
Intervention
Learner Engagement
Opinions
Self Control
self-regulated strategies development
Student behavior
Teaching Methods
Three-tiered models of prevention
Writing
Writing (Composition)
Writing Difficulties
Writing Skills
Writing Strategies
title Self-Regulated Strategy Development at Tier 2 for Second-Grade Students With Writing and Behavioral Difficulties: A Randomized Controlled Trial
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