SELF-REGULATED STRATEGY-DEVELOPMENT AND THE WRITING PROCESS - EFFECTSON ESSAY WRITING AND ATTRIBUTIONS

The Self-Regulated Strategy Development (SRSD) model was used to assis t six students with learning disabilities (LD) develop a strategy for planning and writing essays, self-regulation of the strategy and the w riting process, and positive attributions regarding effort and strateg y use. These students received all services in a team-based inclusion setting; the process writing model was used in the team. Instructional effects were investigated using a multiple-baseline across-subjects d esign. instruction had a positive effect on students' approach to writ ing, writing performance, and attributions for writing Effects transfe rred across settings and teachers,. maintenance data was mixed. Collab orative practice of the composition and self-regulation strategies app ears critical for students with LD based on the results of this and ot her studies.