Self-Regulated Strategy Development in the Classroom: Part of a Balanced Approach to Writing Instruction for Students With Disabilities

The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students

“…The results of these studies suggest that SRSD had a strong impact on improving writing performance of upper-elementary and middle school students (typical effect sizes of .80) in four areas: quality, writing knowledge, approach to writing, and self-efficacy (Harris, Graham & Mason, 2003). SRSD has been used successfully to validate strategies for several elements of the writing process, including brainstorming (Harris & Graham, 1985), semantic webbing (MacArthur, Schwartz, Graham, Molloy & Harris, 1996), and revising (MacArthur, .…”

Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development

“…Accordingly, researchers and practitioners have increasingly demonstrated that SRSD is essential to the language learning process in general (Ekhlas, & Shangarffam, 2013), in particular, for writing. It can help to simplify the process of composing (Harris, & Graham, Mason, 2003;& Current Practice Alerts, 2009), provide students with a mental model of what constituted quality writing of each type of paper, so that they can memorize the steps for persuasive essay prior to actually sitting down and write a persuasive essay on their own (Fergus, 2009), improve the writing knowledge, encourage students' development of positive attitudes about writing and themselves as writers, which reflected in improvement of academic motivation and self efficacy (Lavasani, Mirhosseini, Hejazi, & Davoodi, 2011).It can also, teach students powerful skills and strategies involved in the writing process, including planning, writing, revising, editing, and scaffolding students in the ongoing development of the abilities needed to monitor and manage their own writing NSW Department of Education and Training, 2007;& Jacobson, & Reid, 2007) Although writers in Arabic as a foreign language face unique challenges in developing writing skills, as they need the availability of linguistic knowledge of L2, and automatic deployment of this knowledge. In other words, writing is much more than just a technical achievement in orthography, vocabulary, and syntax.…”

The Examination of the Effects of Writing Strategy-Based Procedural Facilitative Environments on Students' English Foreign Language Writing Anxiety Levels

“…Empirical studies have emphasized the importance of teaching metacognitive strategies to improve students' writing (Harris and Graham, 1999; Perry and Drummond, 2002; Harris et al, 2003) as studies have shown that metacognitive processes play a vital role in writing proficiency development (Garcia-Sanchez and Fidalgo-Rodendo, 2006). The most common conceptualization that has emerged defines metacognition as the knowledge and control individuals have over their own cognition and learning experiences (Flavell, 1979).…”