The Self-Regulated Strategy Development (SRSD) model is a validated instructional model to help students who struggle with writing. It uses a 6 stage process to teach students strategies for planning, drafting, and revising texts, along with self-regulation techniques. The stages include developing background knowledge, discussing writing performance and strategies, modeling strategy use, memorizing strategies and mnemonics, practicing with support, and achieving independent writing performance. SRSD has been shown to improve the writing and self-regulation abilities of students with learning disabilities.

1. Self-Regulated StrategySelf-Regulated Strategy
Development (SRSD):Development (SRSD):
A Validated Model to Support Students
Who Struggle with Writing
Jane Iannacconi

2. Writing is an extremelyWriting is an extremely
challenging process for manychallenging process for many
students, especially those withstudents, especially those with
learning disabilities.learning disabilities.

3. Scaffolding instruction gradually
shifts responsibility for use of
the strategy and self-
regulation procedures
from
instructor to student.

4. TheThe mnemonicmnemonic devicesdevices
reviewed, discussed, andreviewed, discussed, and
modeled during the first 3modeled during the first 3
stages may include:stages may include:

5. POWPOW -- for storyfor story planningplanning
P – Pick my ideasP – Pick my ideas
O – Organize my notesO – Organize my notes
W – Write and say moreW – Write and say more

6. WWW + What 2, How 2WWW + What 2, How 2
All Seven Story PartsAll Seven Story Parts
WW = Who are the main characters?= Who are the main characters?
WW = Where does the story take place?= Where does the story take place?
WW = When does the story take place?= When does the story take place?
WW = What do the main characters want to do?= What do the main characters want to do?
WW = What happens next?= What happens next?
HH = How does the story end?= How does the story end?
HH = How do the main characters feel?= How do the main characters feel?

7. TREE for Persuasive WritingTREE for Persuasive Writing
TREE:TREE:

NoteNote TTopic Sentenceopic Sentence

NoteNote RReasonseasons

EExamine Each Reason – Willxamine Each Reason – Will
My Reader Buy It?My Reader Buy It?

NoteNote EEndingnding

8. Use Graphic Organizers to
Organize Notes
• Who
• Where
• When
• What
• What
• How
• How

9. The SRSD Instructional ModelThe SRSD Instructional Model
consists of 6 Stages:consists of 6 Stages:
1. Develop background knowledge
2. Discuss It
3. Model It
4. Memorize It
5. Support It
6. Establish Independent Practice

10. STAGE ONE:STAGE ONE:
Develop Background KnowledgeDevelop Background Knowledge
• Review and strengthen basic
writing pre-skills such as
vocabulary.
• Review writing mnemonics.

11. Stage Two: Discuss ItStage Two: Discuss It
 Examine and discuss current writingExamine and discuss current writing
performance and any existingperformance and any existing
strategies being used.strategies being used.
 Get an idea of the students’Get an idea of the students’
perceptions of their current writingperceptions of their current writing
process.process.

12. DiscussDiscuss What Makes A Good Story?What Makes A Good Story?
Remind students that every good story:
(a) makes sense
(b) is fun to write and read
(c) uses “million-dollar” words, and
(d) includes all seven story parts.

13. Stage Three: Model ItStage Three: Model It
UseUse self-talkself-talk to model writingto model writing
strategies. Include:strategies. Include:
 Mnemonics, andMnemonics, and
 Self-regulating instructionsSelf-regulating instructions
including positive personalincluding positive personal
statements.statements.

14. Through SRSD, teachers helpThrough SRSD, teachers help
students to learn about fourstudents to learn about four
basic self-regulation strategies:basic self-regulation strategies:
Goal settingGoal setting
Self-MonitoringSelf-Monitoring
Self-TalkSelf-Talk
Self-ReinforcementSelf-Reinforcement

15. STAGE FOUR: MEMORIZE ITSTAGE FOUR: MEMORIZE IT
 Use flashcards, peer tutoring, and/orUse flashcards, peer tutoring, and/or
whoever catches the Nerf ballwhoever catches the Nerf ball** to helpto help
students memorize the strategy,students memorize the strategy,
mnemonics, and positive self-talk.mnemonics, and positive self-talk.
* Student Responds With Name Of Mnemonic* Student Responds With Name Of Mnemonic
Or What A Particular Letter Stands For InOr What A Particular Letter Stands For In
Mnemonic, EtcMnemonic, Etc..

16. STAGE FIVE: SUPPORT ITSTAGE FIVE: SUPPORT IT
• Have students practice all they have
learned so far.
• Work in groups and/or pairs – especially
when learning new strategies.

17. GoalGoal of Stage Fiveof Stage Five
• To develop students’ skill in applying the
strategy.
• Ultimate Goal – Students no longer
require assistance from the teacher or
support from peers or instructional aids.

18. STAGE SIX -STAGE SIX -
INDEPENDENT PERFORMANCEINDEPENDENT PERFORMANCE
• During this stage, students independently
use the writing strategy.
• After they demonstrate they can consistently use
the strategy and self-regulation techniques, the
teacher can decide whether it is appropriate to
fade the use of any unnecessary supports.

19. A QUOTEA QUOTE
• One student with a learning disability said,
“Of course now I can write a story!
Someone showed me how.”*
* The IRIS Center for Training Enhancements. (n.d.). Using
learning strategies: Instruction to enhance student learning.
Retrieved on 10/31/10. [Under “Resources”]
http://iris.peabody.vanderbilt.edu/srs/chalcycle.htm

20. Important ResourceImportant Resource
The IRIS Center for Training Enhancements.
(n.d.). Using learning strategies: Instruction to
enhance student learning. Retrieved on
10/31/10.
http://iris.peabody.vanderbilt.edu/srs/chalcycle.htm
Click on “Perspectives and Resources” on star
module. Then click on pages 4 – 10,
respectively, and scroll to bottom of each page
for videos of implementation of SRSD.

21. ReferencesReferences
• Santangelo, T., Harris, K.R., & Graham, S.
(2007). Self-regulated strategy development: A
validated model to support students who
struggle with writing. Learning Disabilities: A
Contemporary Journal, 5(1), 1-20.