The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties

By Kathleen Lynne Lane, K. Harris, Steve Graham, Jessica L. Weisenbach, M. Brindle, Paul Morphy. 2008

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ed5515605f34aa39b8601f9ffe3b5d394a26ea0f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Handbook of Research on Learning and Instruction (2011, methodology): “Under this influence, scholars have applied three models to explain and guide learning in the psychomotor domain: information processing, expertise-novice comparison, and dynamical systems.”
Psychologically controlling teaching: Examining outcomes, antecedents, and mediators (2012, result): “Furthermore, the positive association found between meta-cognitive strategy use and academic performance is consistent with investigations showing that the promotion of self-regulated learning increases academic performance (Lane et al., 2008).”
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).”
Tier Two Interventions Implemented within the Context of a Tiered Prevention Framework (2011, background): “, 2006; Lane et al., 2003; Lane et al., 2002). Although the number of studies is limited, a pattern of change in behavioral outcomes is evident. Marchant and colleagues (2007) did report undesirable effects associated with the peer mediation component in their investigation for use of a particular t”
A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, background): “Three studies employed multiple baseline/multiple-probe designs to examine the effects of selfregulated strategy development (SRSD) for writing plus planned reinforcement on students with critical internalizing or externalizing behaviors (Lane et al., 2008; Lane et al., 2010; Little et al., 2010).”
Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis (2014, background): “Of the 20 studies reviewed, 8 were conducted in elementary school (Adkins & Gavins, 2012; Ennis, Jolivette, & Boden, 2013; Harris et al., 2012; Lane et al., 2008; Lane et al., 2010; Lane et al., 2011; Little et al., 2010; Mason & Shriner, 2008), 10 in middle school (Cerar, 2012; Cramer & Mason, 2014”