Assessment and intervention in overcoming writing difficulties: An illustration from the self-regulated strategy development model

The progress og 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 explicity 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 ddifficulties.