Self-Regulated Strategy Development: Helping Students with Learning Problems Develop as Writers

Abstract

A cognitive strategy instructional approach, self-regulated strategy development, is described. With this approach, students are taught task-specific strategies along with more general strategies for regulating their strategy use and the learning process. We focus on how self-regulated strategy development has been used to help students, especially those with learning problems, develop as writers. The rationale, goals, components, and characteristics of this approach are discussed. This is followed by a review of the most salient findings from 10 years of research examining the application of the model with students who have difficulty with both learning and writing. Suggestions for future research are also offered.

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