Harris, K. & Graham, S. (2016). Self-regulated strategy development in writing: Policy implications of an evidence-based practice. Policy Insights from the Behavioral and Brain Sciences (print),3(1), 77-84. United States of America: Sage Publications Inc.. Retrieved from https://doi.org/10.1177/2372732215624216
U.S. students are not performing well in writing, both typically achieving students and students with learning disabilities (LD). Factors that impact learning to write include the complexity of writing and learning to write, challenges in developing effective writing instruction, teacher preparation for teaching writing, and instructional models in use in today’s schools. These factors have influenced the development of Self-Regulated Strategy Development (SRSD) for writing, and its scientific evidence base. Potential policy implications follow from SRSD research in the areas of evidence-based practices, teacher development, curriculum development and reform, and research. For evidence-based practices such as SRSD to transform education, as they have medicine, effective partnerships between policymakers and education stakeholders, our students, and our schools are critical.
Institute for Learning Sciences and Teacher Education
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