Self‐Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas

McKeown, Debra; FitzPatrick, Erin; Ennis, Robin Parks; Sanders, Sara

doi:10.1111/ldrp.12256

Cited by 12 publications

(10 citation statements)

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“…Por otro lado, hallazgos previos en la literatura afirman que el uso del modelo SRSD tiene impacto positivo en la calidad de la escritura, esto analizando las evidencias escritas (Chen et al, 2022;McKeown et al, 2021;Rosário et al, 2019); este trabajo difiere en su enfoque, puesto que valoró el desarrollo del pensamiento crítico durante su composición escrita. Al observar que el uso de la estrategia autorreguladora promueve el desarrollo del pensamiento crítico, se considera una herramienta valiosa para el desarrollo de diversas progresiones planteadas en el apartado de Lengua y comunicación del nuevo modelo educativo de la Nueva Escuela Mexicana (NEM).…”

Section: Discussionunclassified

Propuesta metodológica del modelo SRSD para el desarrollo del pensamiento crítico en una composición escrita

Favela Esquer

2024

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El presente artículo tiene como objetivo ofrecer una propuesta metodológica para el uso del modelo SRSD (Self-Regulated Strategy Development), un modelo de instrucción explícita de estrategias autorreguladoras para el proceso de composición escrita. La propuesta consistió en el diseño de nueve preguntas guía, las cuales consideraban el nivel de pensamiento crítico, las fases de autorregulación, así como la estructura de un texto argumentativo y los criterios de evaluación de dicha evidencia escrita. Además, se adecuó la enseñanza instruccional del modelo SRSD: el alumno autocuestiona una de las preguntas guía y registra en un diario escolar el número de la pregunta guía y una breve respuesta que oriente su proceso escrito de un artículo de opinión. La propuesta fue aplicada durante el semestre 2022-2 a 49 alumnos de quinto semestre de bachillerato, distribuidos en dos grupos (A y B). Los resultados preliminares indican que el uso de esta estrategia autorreguladora propició un nivel de pensamiento crítico alto en los alumnos. Esta propuesta es valiosa puesto que el nuevo modelo educativo de la Nueva Escuela Mexicana (NEM) considera el pensamiento crítico como un elemento prioritario por desarrollar en los estudiantes. Además, este trabajo ofrece una pauta metodológica flexible para que docentes y/o investigadores construyan acervos de preguntas guía en función del tipo de composición escrita y las necesidades particulares de sus alumnos.

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Section: Discussionunclassified

Propuesta metodológica del modelo SRSD para el desarrollo del pensamiento crítico en una composición escrita

Favela Esquer

2024

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“…An essential early component to schoolwide implementation of SRSD for informational writing instruction is for coaches to garner buy-in from participating teachers and other stakeholders (McKeown et al, 2019, 2023). There are a variety of ways to approach this.…”

Section: Garnering Teacher Interestmentioning

confidence: 99%

“…There are a variety of ways to approach this. A common practice is to share a basic overview of SRSD along with both the quantitative data that demonstrate what can be expected in terms of gains once students learn to use the strategy (Collins et al, 2021) as well as individual stories from participating teachers or the writing results from individual students (McKeown et al, 2019; McKeown et al, 2023). Teachers should be presented with the effect size data that represent the average improvement that can be expected with SRSD instruction, but also the individual stories.…”

Section: Garnering Teacher Interestmentioning

confidence: 99%

“…Beyond writing, SRSD instruction also supports students in enhancing self-regulatory skills. As students with LD often struggle with memory, focus, following multistep directions, and low self-efficacy with regard to academic performance (Graham et al, 2017), the introduction of self-regulatory strategies to enhance goal-setting, self-monitoring, self-assessment, and self-reinforcement often provide generalizable rewards beyond the area of writing (McKeown et al, 2021).…”

Section: Garnering Teacher Interestmentioning

confidence: 99%

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Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Ray,

FitzPatrick

2024

Learning Disabilities Research & Practice

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Self-regulated strategy development (SRSD) is an evidence-based practice for writing that is effective in improving the writing performance of elementary students with learning disabilities and the broader student population. In this manuscript, we provide guidance for elementary instructional coaches in facilitating a schoolwide adoption of SRSD for writing instruction. We outline the steps for instructional coaches to conduct practice-based professional development and then discuss ways instructional coaches can support teachers and oversee schoolwide SRSD implementation. Finally, we present ways that instructional coaches can be a valuable resource for teachers in differentiating SRSD instruction to meet students’ needs and to track students’ growth. By fostering a schoolwide implementation, coaches can harness the power of additive knowledge, increase teacher knowledge of evidence-based pedagogical practices, and increase the writing skills of all students, including those with learning disabilities.

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“…Meichenbaum (1977) provided the first substantial and well–thought–out approach to integrating across affective, behavioral, and cognitive theories and approaches in helping children achieve goals in learning, behavior, and social/emotional development that I had found. His work on instruction and early research on cognitive strategy instruction provided the instructional framework for my dissertation.…”

Section: The Little–known History Of Srsdmentioning

confidence: 99%

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

Harris

2021

Learn Disabil Res Pract

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made this special issue possible, and I thank them. This issue represents the first special issue of a journal dedicated to SRSD research-a true landmark for this work.I began my work on the development of what became SRSD instruction in the late 1970s, based on the characteristics, strengths, and needs of students with LD when learning complex content and abilities. Here, I first provide a history of how SRSD came about and how it initially became focused on writing-something I have never had the chance to do in an article. McKeown et al. (this issue) provide an excellent overview of the initial foundations of what became SRSD, the flexible and recursive stages of instruction, and several of the characteristics of this instructional model; thus, I do not address these aspects here (detailed breakdowns and descriptions of each stage of SRSD instruction and its foundations are available: cf. Harris & Graham, 2009, 2018Harris et al., 2008). Next, I share my thoughts on the importance and the unique contributions of each article in this special issue. Finally, I conclude with some reflections on the future of SRSD instructional research. THE LITTLE-KNOWN HISTORY OF SRSDI begin with my undergraduate degrees-a significant part of my "life space" that led me toward developing what is now known as SRSD. Life space, somewhat simplified, is the combination of all the factors that develop, interact with, and influence a person's behavior at any time and over time. These factors come from an individual's environment, culture, family, community, educational experiences, and more; they interact with one's perspectives, needs, beliefs, values, abilities, personality, goals, motivation, and so on (Lewin, 1948(Lewin, ,1951(Lewin, /1997. I completed two undergraduate degrees from the University of Northern Colorado in 1974. This was before PL 94-142, the law that guaranteed all children a free

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Self‐Regulated Strategy Development: A Framework for Effective Instruction across the Content Areas

Cited by 12 publications

References 40 publications

Propuesta metodológica del modelo SRSD para el desarrollo del pensamiento crítico en una composición escrita

Propuesta metodológica del modelo SRSD para el desarrollo del pensamiento crítico en una composición escrita

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

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