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Self-Regulated Strategy Development
Students with a Specific Learning Disability

Based on evidence from single-case design studies, SRSD had potentially positive effects on writing achievement for students with a specific learning disability. The evidence from the single-case design studies for SRSD does not reach the threshold to include single-case design evidence in the effectiveness ratings for the math achievement domain.
Self-Regulated Strategy Development (SRSD) is an intervention designed to improve students’ academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities. The intervention begins with teacher direction and ends with students independently applying the strategy, such as planning and organizing ideas before writing an essay. More specifically, the six steps involve the teacher providing background knowledge, discussing the strategy with the student, modeling the strategy, helping the student memorize the strategy, supporting the strategy, and then watching as the student independently performs the strategy. A key part of the process is teaching self-regulation skills, such as goal-setting and self-monitoring, which aim to help students apply the strategy without guidance. The steps can be combined, changed, reordered, or repeated, depending on the needs of the student. The SRSD model can be used with students in grades 2 through 12 in individual, small group, or whole classroom settings.

Findings

10
studies that met standards out of
16
eligible studies reviewed
Outcome Domain Effectiveness Rating Grades Improvement Index
Mathematics achievement Does not meet evidence threshold for SCDs 5-6 N/A
Writing achievement Potentially positive effects 2-10 N/A

Last Updated: November 2017

Race

Asian
33%
White
59%
Black
74%

Gender

Male: 62%
Female: 37%


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