Self-Regulated Strategy Instruction in Regular Education Settings: Improving Outcomes for Students With and Without Learning Disabilities

Abstract

Middle school students with and without learning disabilities (LD) were taught a strategy for planning and writing expository essays, using the Self-Regulated Strategy Development approach to instruction. Instructional procedures helped students to consider fully their topic in advance of composing and to use text structure knowledge to develop 5-paragraph essays. Students were instructed in procedures that encouraged planning throughout the composing process, as they set both process and content goals for writing. Regular education teachers provided instruction to all students in inclusive classrooms, and the effects of the instructional program were assessed using a multiple baseline with multiple probes in baseline design. Positive results were found for students with LD and low-, average-, and high-achieving writers: Students' papers became longer, more complete, and improved in quality. Changes in both writing performance and behavior were maintained over time.