The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text

Abstract

An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities, such as learning disabilities or behavioral disorders, at the secondary level. This article discusses the flexibility and practicality of the SRSD model by describing ways in which secondary teachers can effectively use this strategy to enhance the argumentative writing skills of their students in English language arts, science, history, and mathematics and to teach students how to self-advocate through writing. Information about supports, materials, and other resources for teachers to utilize are included.

Self Regulated Development Learning Model Based on Local Culture to Improve Elementary School Students’ Explanatory Writing Skills

“…The self-regulated strategy development (SRSD) learning model is a model that acclimates students to receive and carry out explicit instructions from the teacher and makes students accustomed to developing self-regulatory strategies (Chen et al, 2021;Cuenca-Carlino & Mustian, 2013;Lane et al, 2011;Lienemann & Reid, 2008;Tanji & Yokota, 2017). This learning model supports and encourages students to be independent in completing assignments by providing structured steps and self-regulating strategies that can be applied at every grade level, learning process, and student ability (Harris et al, 2015;Lane et al, 2008;Leins et al, 2017;Palermo & Wilson, 2020;Tanji & Yokota, 2017).…”

“…The self-regulated strategy development learning model has been designed according to the students' needs, developments, and local culture of the environment (Leins et al, 2017;Palermo & Thomson, 2018;Santangelo et al, 2007). The self-regulated strategy development learning model based on local culture teaches students to design their strategies in their brains to complete work in accordance with the comfort of working on their own, without any intervention from others.…”

Análisis Argumentativo y Auto-regulación de Aprendizaje en estudiantes universitarios del ámbito educativo

“…Sólo en las últimas décadas ha surgido un creciente campo investigativo sobre el análisis de las discusiones dirigidas a la construcción del conocimiento disciplinario, enfatizando las acciones epistémicas y reflexivas que envuelven las interacciones argumentativas. Se evidencian aportes significativos en el diseño y evaluación de intervenciones educativas para mejorar la competencia argumentativa de los estudiantes, incorporando el modelo de aprendizaje autoregulado (Peters-Burton, Goffena y Stehle, 2022;Iordanou, 2022;Wise y Hsiao, 2019;Hoffmann, 2018), por ejemplo, intervenciones basadas en la entrega de soporte explicito para la adquisición de estrategias como la activación de conocimientos previos, la discusión y el uso de estrategias de modelado, lo que han impactado positivamente sobre la calidad de los argumentos escritos de los estudiantes (Leins, Cuenca-Carlino, Kiuhara y Thompson, 2017;Roohani y Asiabani, 2015;Song y Ferretti, 2013).…”

Promoting Self-Advocacy Through Persuasive Writing for English Learners With Learning Disabilities

“…An additional motivator behind learning about and using an evidence-based practice like SRSD is the student-centered focus it brings to writing instruction (Gillespie Rouse & Kiuhara, 2017; Leins et al, 2017). Unlike commercially packaged programs with prescribed writing prompts, SRSD writing instruction creates space for students to brainstorm topics and subsequently write about ideas that hold meaning and relevance to their lived experience.…”