Assessment and Intervention in Overcoming Writing Difficulties An Illustration From the Self-Regulated Strategy Development Model Clinical Forum
Clinical Forum  |   July 01, 1999
Assessment and Intervention in Overcoming Writing Difficulties
 
Author Affiliations & Notes
  • Steve Graham
    University of Maryland, Department of Special Education, College Park, MD 20742
  • Karen R. Harris
    University of Maryland, Department of Special Education, College Park, MD 20742
  • Corresponding author: e-mail: SG23@UMAIL.UMD.EDU
Article Information
Development / School-Based Settings / Language Disorders / Reading & Writing Disorders / Attention, Memory & Executive Functions
Clinical Forum   |   July 01, 1999
Assessment and Intervention in Overcoming Writing Difficulties
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 255-264. doi:10.1044/0161-1461.3003.255
History: Received August 3, 1998 , Accepted April 5, 1999
 
Language, Speech, and Hearing Services in Schools, July 1999, Vol. 30, 255-264. doi:10.1044/0161-1461.3003.255
History: Received August 3, 1998; Accepted April 5, 1999

The progress of a 12-year-old boy with learning disabilities and severe writing difficulties is followed from initial assessment through instruction in strategies for planning, revising, and managing the composing process. A validated instructional model, Self-Regulated Strategy Development (SRSD), was used to teach these processes. With SRSD, writing strategies are explicitly taught in combination with procedures for regulating the use of these strategies, the writing process, and any undesirable behaviors that may impede performance. Recommendations are offered to speech-language pathologists for applying the SRSD model to children experiencing writing difficulties.

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