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Masters of Special Education with Academic Instruction Certification

Self-Regulated Strategy Development (SRSD) - Topic 37

What is it?

Self-Regulation Strategy Development (SRSD) is one of the approaches for teaching writing strategies explicitly and directly. This approach combines explicit instruction with self regulation procedures such as goal setting, self-instruction, self-monitoring, and self-reinforcement. It has been used with students with learning disabilities, behavioral disorders, ADHD, developmental disabilities, and Asperger Syndrome (Graham & Harris, 2011). SRSD encompasses six strategy-acquisition stages (e.g., develop background knowledge, discuss the strategy, model the strategy, memorize the strategy, guided practice, and independent performance) in an attempt to teach planning, composing, and revision strategies to students who struggle with writing. These stages are not intended to applied in a linear format; instead educators can revisit stages if the student needs to repeat those (Harris, Graham, Mason & Friedlander, 2008).

Why is it important?

SRSD approach requires careful planning, time, and practice in educational settings. It has been used successfully with students and found effectiveness in (a) teaching students strategies for planning, revising, and editing compositions, (b) implementing peer revision strategies (MacArthur, Schwartz, & Graham, 1991) (c) using self regulation strategies such as self-monitoring and self reinforcement.


Graham, S. & Harris, K.R.(2011) Writing and students with disabilities In J.M.Kauffman& D.P.

Hallahan (Eds.), Handbook of special education (pp.422-433). New York, NY: Routledge

Harris, K.R., Graham, S., Mason, L.H. & Friedlander, B. (2008) Powerful writing strategies for all

students. Baltimore: Brookes.

MacArthur, C., Schwartz, S., & Graham, S. (1991). Effects of a reciprocal peer revision strategy in

special education classrooms, Learning Disability Research and Practice, 6.201-210.

Web Links

STAR Legacy Module on SRSD

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