2024 RISE Conference

Do your students struggle to start writing tasks? Do final products never reach initial expectations? Do you avoid writing instruction due to time, lack of student interest, or challenges with self-confidence in your own writing? Self-regulated Strategy Development (SRSD) can support you in addressing these challenges and others. SRSD, an evidence-based practice for writing, is consistently rated as the instructional strategy for writing with the strongest impact on students’ performance (e.g., Graham et al., 2012).

The framework includes explicit instruction to support students in self-regulation throughout the writing process while addressing deficits in initial schema, genre knowledge, and self-efficacy. SRSD works for students in general education (e.g., McKeown et al., 2023), with learning disabilities (FitzPatrick & McKeown, 2021), with behavioral challenges (Ennis et al., 2013), and with Attention Deficit Disorders (e.g., Reid et al., 2014). Studies have spanned the three common genres -- persuasive, informative, and narrative. Studies have included students from first grade (e.g., Collins et al. 2023) through college (e.g., Ray et al., 2021).

In this presentation, we review the scientific findings supporting SRSD, the six stages of SRSD, share experiences and artifacts from three practitioners who implemented SRSD in their classrooms, model lessons, and have practitioners conduct portions of the lessons themselves. We will provide digital resources, text recommendations, and contact information for further exploration. Participants will have a clear understanding of the framework and access to additional resources if they choose to implement in their classrooms.