A Meta-Analysis of Self-Regulated Strategy Development Reading Interventions to Improve the Reading Comprehension of Students With Disabilities

A Meta-Analysis Examining the Evidence-Base of Mathematical Interventions for Students With Emotional Disturbances

“…With respect to future research in the area of mathematics for students with EDs, future research should include and/or document strategies to support behavior during math instruction. As many students with ED have co-occurring academic and behavioral challenges, using behavioral strategies during math instruction can contribute to higher academic outcomes (Sanders et al, 2018). Currently, no intervention construct can be described as an evidence-based practice.…”

Intensification and Individualization of Self-Regulation Components Within Self-Regulated Strategy Development

“…The SRSD approach is frequently used as a Tier II targeted intervention for students who continue to struggle to master academic skills (Garwood et al, 2018; Sanders et al, 2018). However, as students with EBD already demonstrate deficits in self-regulation skills (Popham et al, 2018), the dosage and/or frequency of self-regulation skills may need to be further intensified as part of Tier III supports (Sanders, 2020; Sanders et al, manuscript submitted for review). Teachers should individualize intensifications based on student need.…”

“…One established practice is an approach known as self-regulated strategy development (SRSD), which incorporates explicit procedures for teaching self-regulation within an instructional approach to support student learning across a variety of content areas (Graham et al, 2013; Mason, 2013; Sanders et al, 2019). Self-regulated strategy development has an extensive research-base with established positive effects for improving reading comprehension and writing skills for students with EBD across grade levels (e.g., 2nd through 12th grade) and academic settings (e.g., Ennis et al, 2014; Sanders et al, 2018).…”

Self-Regulated Strategy Development in Reading, Writing, and Mathematics for Students With Specific Learning Disabilities

“…Teaching main idea identification and summarization is effective for students with reading difficulties in upper-elementary grades, middle school, and high school (Stevens et al., 2019) and helps students remember essential information from text they have read (Hagaman & Casey, 2016). Most studies document support for SRSD in main idea identification and summarization with expository text (Sanders et al., 2019; Stevens et al., 2019). Table 2 provides resources for reading strategies within the SRSD framework.…”