The Effects of Self-Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities

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The Effects of Cognitive Strategy Instruction on Knowledge of Math Problem-Solving Processes of Middle School Students With Learning Disabilities (2013, background): “Roberts, Torgesen, Boardman, and Scammacca (2008) identified deficiencies in the ability of students with LD to monitor their comprehension on reading passages, and Chalk, Hagan-Burke, and Burke (2005) found similar weaknesses in students with LD during the writing process.”
Almost 30 Years of Writing Research: Making Sense of it All with The Wrath of Khan (2009, background): “As a consequence we are conducting a series of SRSD studies with young children at risk for both writing and behavioral difﬁculties with our colleague, Kathleen Lane (e.g., Lane et al., 2008).”
Increasing Story-Writing Ability through Self-Regulated Strategy Development: Effects on Young Writers with Learning Disabilities (2006, background): “In addition, improving planning performance has also been explored (Chalk et al., 2005; Sexton, Harris, & Graham, 1998; Troia, & Graham, 2002).”