Language, Speech, and Hearing Services in Schools Vol.30 255-264 July 1999.
© American Speech-Language-Hearing Association
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Assessment and Intervention in Overcoming Writing Difficulties

An Illustration From the Self-Regulated Strategy Development Model

Steve Graham 1
Karen R. Harris 1
1 University of Maryland, College Park

SG23{at}UMAIL.UMD.EDU

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.

KEY WORDS: writing, strategy instruction, learning disabilities

Submitted on August 3, 1998
Accepted on April 5, 1999


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