LES RECHERCHES SUR L'APPROCHE SRSD

Adkins, M. H., & Gavins, M. V. (2012). Self-Regulated Strategy Development and generalization instruction : Effects on story writing and personal narratives among students with severe emotional and behavioral disorders. Exceptionality, 20(4), 235‑249. https://doi.org/10.1080/09362835.2012.724625

Allen-Bronaugh, D. (2014). The effects of self-regulated strategy development on the written language performance of students on the autism spectrum. 74(9-A(E)), No Pagination Specified-No Pagination Specified.

Asaro, K. (2009). The effects of planning instruction and self-regulation training on the writing performance of young writers with autism spectrum disorders. 69(7-A), 2668‑2668.

Asaro-Saddler, K. (2014). Self-regulated strategy development : Effects on writers with autism spectrum disorders. Education and Training in Autism and Developmental Disabilities, 49(1), 78‑91.

Asaro-Saddler, K. (2016). Writing instruction and self-regulation for students with autism spectrum disorders : A systematic review of the literature. Topics in Language Disorders, 36(3), 266‑283. https://doi.org/10.1097/TLD.0000000000000093

Asaro-Saddler, K., & Bak, N. (2012). Teaching children with high-functioning autism spectrum disorders to write persuasive essays. Topics in Language Disorders, 32(4), 361‑378. https://doi.org/10.1097/TLD.0b013e318271813f

Asaro-Saddler, K., & Bak, N. (2014). Persuasive writing and self-regulation training for writers with autism spectrum disorders. The Journal of Special Education, 48(2), 92‑105. https://doi.org/10.1177/0022466912474101

Asaro-Saddler, K., Moeyaert, M., Xu, X., & Yerden, X. (2020). Multilevel meta-analysis of the effectiveness of self-regulated strategy development in writing for children with asd. Exceptionality, No Pagination Specified-No Pagination Specified. https://doi.org/10.1080/09362835.2020.1850457

Banuwa, A. K., Maulina, D., & Widyasari, P. (2018). Effectiveness of a self-regulated strategy development programme based on metacognition in improving story-writing skills of elementary school students. Diversity in unity: Perspectives from psychology and behavioral sciences., 303‑310. https://doi.org/10.1201/9781315225302-38

Benedek-Wood, E., Mason, L. H., Wood, P. H., Hoffman, K. E., & McGuire, A. (2014). An experimental examination of quick writing in the middle school science classroom. Learning Disabilities: A Contemporary Journal, 12(1), 69‑92.

Berry, A. B., & Mason, L. H. (2012). The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults With Written Expression Difficulties : Preparing for the GED. Remedial and Special Education, 33(2), 124‑136. https://doi.org/10.1177/0741932510375469

Booker, L. M. (2014). Using self-regulated strategy development with at-risk writers with asperger syndrome.74(10-A(E)), No Pagination Specified-No Pagination Specified.

Bouwer, R., Koster, M., & van den Bergh, H. (2018). Effects of a strategy-focused instructional program on the writing quality of upper elementary students in the Netherlands. Journal of Educational Psychology, 110(1), 58‑71. https://doi.org/10.1037/edu0000206

Brunstein, J. C., & Glaser, C. (2011). Testing a path-analytic mediation model of how self-regulated writing strategies improve fourth graders’ composition skills : A randomized controlled trial. Journal of Educational Psychology, 103(4), 922‑938. https://doi.org/10.1037/a0024622

Camacho, A., Alves, R. A., Silva, M., Ferreira, P., Correia, N., & Daniel, J. R. (2023). The impact of combining SRSD instruction with a brief growth mindset intervention on sixth graders’ writing motivation and performance. Contemporary Educational Psychology, 72, 1‑15. https://doi.org/10.1016/j.cedpsych.2022.102127

Cerar, N. I. (2013). Teaching students with emotional and behavior disorder how to write persuasive essays fluently. 73(9-A(E)), No Pagination Specified-No Pagination Specified.

Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005). The Effects of Self-Regulated Strategy Development on the Writing Process for High School Students with Learning Disabilities. Learning Disability Quarterly, 28(1), 75‑87. https://doi.org/10.2307/4126974

Chen, J., Zhang, L. J., & Parr, J. M. (2021). Improving efl students’ text revision with the self-regulated strategy development (srsd) model. Metacognition and Learning, No Pagination Specified-No Pagination Specified. https://doi.org/10.1007/s11409-021-09280-w

Chen, J., Zhang, L. J., Wang, X., & Zhang, T. (2021a). Impacts of Self-Regulated Strategy Development-Based Revision Instruction on English-as-a-Foreign-Language Students’ Self-Efficacy for Text Revision : A Mixed-Methods Study. Frontiers in Psychology, 12, 670100. https://doi.org/10.3389/fpsyg.2021.670100

Chen, J., Zhang, L. J., Wang, X., & Zhang, T. (2021b). « Impacts of self-regulated strategy development-based revision instruction on English-as-a-foreign-language students’ self-efficacy for text revision : A mixed-methods study » : Corrigendum. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.747252

Chenard, M. R. (2016). An evaluation of the efficacy of Self-Regulated Strategy Development (SRSD) on improving freshman college students’ writing abilities. 76(8-A(E)), No Pagination Specified-No Pagination Specified.

Ciullo, S., Mason, L. H., & Judd, L. (2021). Persuasive quick-writing about text : Intervention for students with learning disabilities. Behavior Modification, 45(1), 122‑146. https://doi.org/10.1177/0145445519882894

Coker Jr., D. L., & Erwin, E. (2011). Teaching academic argument in an urban middle school : A case study of two approaches. Urban Education, 46(2), 120‑140. https://doi.org/10.1177/0042085910377426

Collins, A. A., Ciullo, S., Graham, S., Sigafoos, L. L., Guerra, S., David, M., & Judd, L. (2021). Writing expository essays from social studies texts : A self-regulated strategy development study. Reading and Writing: An Interdisciplinary Journal, No Pagination Specified-No Pagination Specified. https://doi.org/10.1007/s11145-021-10157-2

Cook, K. B., & Bennett, K. E. (2014). Writing interventions for high school students with disabilities : A review of single-case design studies. Remedial and Special Education, 35(6), 344‑355. https://doi.org/10.1177/0741932514523140

Cramer, M. M. (2012). The effects of strategy instruction for writing and revising persuasive quick writes on middle school students with emotional behavioral disorders. 73(1-A), 150‑150.

Cuenca-Carlino, Y., Freeman-Green, S., Stephenson, G. W., & Hauth, C. (2016). Self-regulated strategy development instruction for teaching multi-step equations to middle school students struggling in math. The Journal of Special Education, 50(2), 75‑85. https://doi.org/10.1177/0022466915622021

Cuenca-Carlino, Y., Gozur, M., Jozwik, S., & Krissinger, E. (2018). The impact of self-regulated strategy development on the writing performance of English learners. Reading & Writing Quarterly: Overcoming Learning Difficulties, 34(3), 248‑262. https://doi.org/10.1080/10573569.2017.1407977

Cuenca-Carlino, Y., Mustian, A. L., Allen, R. D., & Whitley, S. F. (2019). Writing for my future : Transition-focused self-advocacy of secondary students with emotional/behavioral disorders. Remedial and Special Education, 40(2), 83‑96. https://doi.org/10.1177/0741932517751212

Cuenca-Sanchez, Y. (2011). Middle school students with emotional disorders : Determined to meet their needs through persuasive writing. 72(2-A), 556‑556.

Cuenca-Sanchez, Y., Mastropieri, M. A., Scruggs, T. E., & Kidd, J. K. (2012). Teaching students with emotional and behavioral disorders to self-advocate through persuasive writing. Exceptionality, 20(2), 71‑93. https://doi.org/10.1080/09362835.2012.669291

De La Paz, S. (2005). Effects of Historical Reasoning Instruction and Writing Strategy Mastery in Culturally and Academically Diverse Middle School Classrooms. Journal of Educational Psychology, 97(2), 139‑156. https://doi.org/10.1037/0022-0663.97.2.139

De La Paz, S., Owen, B., Harris, K. R., & Graham, S. (2000). Riding Elvis’ motorcycle : Using Self-Regulated Strategy Development to PLAN and WRITE for a state writing exam. Learning Disabilities Research & Practice, 15(2), 101‑109. https://doi.org/10.1207/SLDRP1502_6

De Smedt, F., & Van Keer, H. (2018). Fostering writing in upper primary grades : A study into the distinct and combined impact of explicit instruction and peer assistance. Reading and Writing, 31(2), 325‑354. https://doi.org/10.1007/s11145-017-9787-4

Delano, M. E. (2007). Use of strategy instruction to improve the story writing skills of a student with Asperger syndrome. Focus on Autism and Other Developmental Disabilities, 22(4), 252‑258. https://doi.org/10.1177/10883576070220040701

de Smedt, F., Graham, S., & Van Keer, H. (2019). The bright and dark side of writing motivation : Effects of explicit instruction and peer assistance. The Journal of Educational Research, 112(2), 152‑167. https://doi.org/10.1080/00220671.2018.1461598

Ennis, R. P. (2014). Self-regulated strategy development for students with emotional/behavioral disorders in a residential school. 74(11-A(E)), No Pagination Specified-No Pagination Specified.

Ennis, R. P. (2016). Using self-regulated strategy development to help high school students with EBD summarize informational text in social studies. Education & Treatment of Children, 39(4), 545‑568. https://doi.org/10.1353/etc.2016.0024

Ennis, R. P., & Jolivette, K. (2014). Existing research and future directions for self-regulated strategy development with students with and at risk for emotional and behavioral disorders. The Journal of Special Education, 48(1), 32‑45. https://doi.org/10.1177/0022466912454682

Ennis, R. P., Jolivette, K., Terry, N. P., Fredrick, L. D., & Alberto, P. A. (2015). Classwide teacher implementation of self-regulated strategy development for writing with students with E/BD in a residential facility. Journal of Behavioral Education, 24(1), 88‑111. https://doi.org/10.1007/s10864-014-9207-7

Fernandez, Jonathan, Jessica Guilbert, and Alban Letanneux. "Entrainer l'Autorégulation pour Améliorer la Rédaction." Approche neuropsychologique des apprentissages chez l'enfant 163 (2019): 759-768. Accès: https://hal.science/hal-04120344v1/document

Festas, I., Oliveira, A. L., Rebelo, J. A., Damião, M. H., Harris, K., & Graham, S. (2015). Professional development in Self-Regulated Strategy Development : Effects on the writing performance of eighth grade Portuguese students. Contemporary Educational Psychology, 40, 17‑27. https://doi.org/10.1016/j.cedpsych.2014.05.004

Fidalgo, R., Torrance, M., & García, J.-N. (2008). The long-term effects of strategy-focussed writing instruction for grade six students. Contemporary Educational Psychology, 33(4), 672‑693. https://doi.org/10.1016/j.cedpsych.2007.09.001

Fidalgo, R., Torrance, M., Rijlaarsdam, G., van den Bergh, H., & Lourdes Álvarez, M. (2015). Strategy-focused writing instruction : Just observing and reflecting on a model benefits 6th grade students. Contemporary Educational Psychology, 41, 37‑50. https://doi.org/10.1016/j.cedpsych.2014.11.004

Fields, R. S. (2019). Effects of Adapted Self-regulated Strategy Development and Focused Vocabulary Instruction for Second Language Adolescents. 80(1-A(E)), No Pagination Specified-No Pagination Specified.

Fields, R. S., Elleman, A. M., Oslund, E. L., Clark, L. B., & Olson, C. (2023). Effects of adapted self-regulated strategy development for second language adolescents. Reading Psychology, No Pagination Specified-No Pagination Specified. https://doi.org/10.1080/02702711.2023.2169798

Finlayson, K., & McCrudden, M. T. (2019). Teacher-implemented self-regulated strategy development for story writing with 6-year-olds in a whole-class setting in New Zealand. Journal of Research in Childhood Education, 33(2), 307‑322. https://doi.org/10.1080/02568543.2019.1568328

Finlayson, K., & McCrudden, M. T. (2021). A 17-week teacher-implemented story writing intervention with year 2 students in New Zealand : A mixed methods study. Reading & Writing Quarterly: Overcoming Learning Difficulties, 37(4), 365‑381. https://doi.org/10.1080/10573569.2020.1832940

FitzPatrick, E. R., & McKeown, D. (2020). Meeting the needs of middle school writers in a special education classroom : SRSD for the informational genre citing text-based evidence. Education & Treatment of Children, 43(1), 71‑84. https://doi.org/10.1007/s43494-020-00006-2

FitzPatrick, E. R., & McKeown, D. (2021). Writing from multiple source texts : SRSD for fifth grade learners in inclusive settings. Learning Disabilities Research & Practice, 36(3), 188‑200. https://doi.org/10.1111/ldrp.12257

Flanders, C. A. (2015). Self-regulated strategy development (SRSD) for writing : A tier 2 intervention for fifth grade. 76(4-A(E)), No Pagination Specified-No Pagination Specified.

García-Sánchez, J.-N., & Fidalgo-Redondo, R. (2006). Effects of two types of self-regulatory instruction programs on students with learning disabilities in writing products, processes, and self-efficacy. Learning Disability Quarterly, 29(3), 181‑211. https://doi.org/10.2307/30035506

Garwood, J. D., Mason, L. H., & Lavin, C. E. (2020). Self-regulated strategy development. Literacy instruction for students with emotional and behavioral disorders: Research-based interventions for classroom practice., 137‑155.

Geres-Smith, R., Mercer, S. H., Archambault, C., & Bartfai, J. M. (2019). A preliminary component analysis of self-regulated strategy development for persuasive writing in grades 5 to 7 in British Columbia. Canadian Journal of School Psychology, 34(1), 38‑55. https://doi.org/10.1177/0829573517739085

Germain, J. C. (2005). Remediation of written expression deficits in an elementary school population. 65(7-B), 3706‑3706.

Gillespie Rouse, A., & Kiuhara, S. A. (2017). SRSD in writing and professional development for teachers : Practice and promise for elementary and middle school students with learning disabilities. Learning Disabilities Research & Practice, 32(3), 180‑188. https://doi.org/10.1111/ldrp.12140

Glaser, C., & Brunstein, J. C. (2007). Improving fourth-grade students’ composition skills : Effects of strategy instruction and self-regulation procedures. Journal of Educational Psychology, 99(2), 297‑310. https://doi.org/10.1037/0022-0663.99.2.297

Graham, S. (2006). Strategy Instruction and the Teaching of Writing : A Meta-Analysis. Handbook of writing research., 187‑207.

Graham, S., Berninger, V. W., Abbott, R. D., Abbott, P., & Whitaker, D. (s. d.). Role of Mechanics in Composing of Elementary School Students : A New Methodological Approach.

Graham, S., & Harris, K. (2014). Conducting High Quality Writing Intervention Research : Twelve Recommendations. Journal of Writing Research, 6(2), 89‑123. https://doi.org/10.17239/jowr-2014.06.02.1

Graham, S., & Harris, K. R. (s. d.). Components Analysis of Cognitive Strategy Instruction : Effects on Learning Disabled Students’ Compositions and Self-Efficacy.

Graham, S., & Harris, K. R. (1989). Improving Learning Disabled Students’ Skills at Composing Essays : Self-Instructional Strategy Training. Exceptional Children, 56(3), 201‑214. https://doi.org/10.1177/001440298905600305

Graham, S., & Harris, K. R. (1999). Assessment and intervention in overcoming writing difficulties : An illustration from the self-regulated strategy development model. Language, Speech, and Hearing Services in Schools, 30(3), 255‑264. https://doi.org/10.1044/0161-1461.3003.255

Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing : A meta-analysis of SRSD studies. Handbook of learning disabilities., 323‑344.

Graham, S., Harris, K. R., & MacArthur, C. A. (1993). Improving the writing of students with learning problems : Self-regulated strategy development. School Psychology Review, 22(4), 656‑670.

Graham, S., Harris, K. R., & Mason, L. (2005). Improving the writing performance, knowledge, and self-efficacy of struggling young writers : The effects of self-regulated strategy development. Contemporary Educational Psychology, 30(2), 207‑241. https://doi.org/10.1016/j.cedpsych.2004.08.001

Graham, S., Harris, K. R., & McKeown, D. (2014). The writing of students with learning disabilities, meta-analysis of self-regulated strategy development writing intervention studies, and future directions : Redux. Handbook of learning disabilities, 2nd ed., 405‑438.

Graham, S., Harris, K. R., & Olinghouse, N. (2007). Addressing Executive Function Problems in Writing : An Example from the Self-Regulated Strategy Development Model. Executive function in education: From theory to practice., 216‑236.

Graham, S., Harris, K. R., & Troia, G. A. (1998). Writing and self-regulation : Cases from the self-regulated strategy development model. Self-regulated learning:  From teaching to self-reflective practice., 20‑41.

Graham, S., Harris, K. R., & Troia, G. A. (2000). Self-Regulated Strategy Development revisited : Teaching writing strategies to struggling writers. Topics in Language Disorders, 20(4), 1‑14. https://doi.org/10.1097/00011363-200020040-00003

Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104(4), 879‑896. https://doi.org/10.1037/a0029185

Graham, S., & Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445‑476. https://doi.org/10.1037/0022-0663.99.3.445

Graham, S., & R. Harris, K. (2000). The Role of Self-Regulation and Transcription Skills in Writing and Writing Development. Educational Psychologist, 35(1), 3‑12. https://doi.org/10.1207/S15326985EP3501_2

Griswold, A. K. (2016). The effects of an SRSD-based writing intervention on the self-efficacy, writing apprehension, and writing performance of high school students : A mixed methods study. 77(5-A(E)), No Pagination Specified-No Pagination Specified.

Hacker, D. J., Dole, J. A., Ferguson, M., Adamson, S., Roundy, L., & Scarpulla, L. (2015). The Short-Term and Maintenance Effects of Self-Regulated Strategy Development in Writing for Middle School Students. Reading & Writing Quarterly, 31(4), 351‑372. https://doi.org/10.1080/10573569.2013.869775

Harris, K. R., & Graham, S. (1985). Improving Learning Disabled Students’ Composition Skills : Self-Control Strategy Training. Learning Disability Quarterly, 8(1), 27‑36. https://doi.org/10.2307/1510905

Harris, K. R., & Graham, S. (1999). Programmatic Intervention Research : Illustrations from the Evolution of Self-Regulated Strategy Development. Learning Disability Quarterly, 22(4), 251‑262. https://doi.org/10.2307/1511259

Harris, K. R., & Graham, S. (2007). « Marconi Invented the Radio So People Who Can’t Afford TVs Can Hear the News » : Research on Teaching Powerful Composition Strategies We Have and Research We Need. Shaping literacy achievement: Research we have, research we need., 175‑198.

Harris, K. R., Graham, S., & Adkins, M. (2015). Practice-based professional development and Self-Regulated Strategy Development for Tier 2, at-risk writers in second grade. Contemporary Educational Psychology, 40, 5‑16. https://doi.org/10.1016/j.cedpsych.2014.02.003

Harris, K. R., Graham, S., & Mason, L. H. (2006). Improving the Writing, Knowledge, and Motivation of Struggling Young Writers : Effects of Self-Regulated Strategy Development With and Without Peer Support. American Educational Research Journal, 43(2), 295‑340. https://doi.org/10.3102/00028312043002295

Harris, K. R., Graham, S., Mason, L. H., McKeown, D., & Olinghouse, N. (2018). Self-regulated strategy development in writing : A classroom example of developing executive function processes and future directions. Executive function in education: From theory to practice, 2nd ed., 326‑356.

Harris, K. R., Graham, S., & Santangelo, T. (2013). Self-regulated strategies development in writing : Development, implementation, and scaling up. Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman., 59‑82.

Harris, K. R., Lane, K. L., Driscoll, S. A., Graham, S., Wilson, K., Sandmel, K., Brindle, M., & Schatschneider, C. (2012a). Tier 1, teacher-implemented self-regulated strategy development for students with and without behavioral challenges. The Elementary School Journal, 113(2), 160‑191. https://doi.org/10.1086/667403

Harris, K. R., Lane, K. L., Driscoll, S. A., Graham, S., Wilson, K., Sandmel, K., Brindle, M., & Schatschneider, C. (2012b). Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students With and Without Behavioral Challenges : A Randomized Controlled Trial. The Elementary School Journal, 113(2), 160‑191. https://doi.org/10.1086/667403

Harris, K. R., Ray, A., Graham, S., & Houston, J. (2019). Answering the challenge : SRSD instruction for close reading of text to write to persuade with 4th and 5th Grade students experiencing writing difficulties. Reading and Writing: An Interdisciplinary Journal, 32(6), 1459‑1482. https://doi.org/10.1007/s11145-018-9910-1

Harris, K. R., Reid, R. R., & Graham, S. (2004). Self-Regulation among Students with LD and ADHD. Learning about learning disabilities, 3rd ed., 167‑195. https://doi.org/10.1016/B978-012762533-1/50008-1

Harris, K. R., Santangelo, T., & Graham, S. (2008). Self-regulated strategy development in writing : Going beyond NLEs to a more balanced approach. Instructional Science, 36(5‑6), 395‑408. https://doi.org/10.1007/s11251-008-9062-9

Harris, K. R., Schmidt, T., & Graham, S. (1998). Every child can write : Strategies for composition and self-regulation in the writing process. Teaching every child every day:  Learning in diverse schools and classrooms., 131‑167.

Hashey, A. I. (2016). A technology-enhanced approach to self-regulated strategy development : Engaging adolescents with emotional and behavioral disorders in argumentative writing. 76(11-A(E)), No Pagination Specified-No Pagination Specified.

Hauth, C. (2013). The effects of self-regulated strategy development with content area prompts for persuasive essays on the planning and written language performance of students with emotional and behavioral disabilities. 73(8-A(E)), No Pagination Specified-No Pagination Specified.

Jacobson, L. T., & Reid, R. (2012). Improving the writing performance of high school students with attention deficit/hyperactivity disorder and writing difficulties. Exceptionality, 20(4), 218‑234. https://doi.org/10.1080/09362835.2012.724624

Johnson, J. W. (2011). The effect of strategy instruction on the reading comprehension of high school students with ADHD. 72(6-A), 1958‑1958.

Kaldenberg, E. R., Ganzeveld, P., Hosp, J. L., & Rodgers, D. B. (2016). Common characteristics of writing interventions for students with learning disabilities : A synthesis of the literature. Psychology in the Schools, 53(9), 938‑953. https://doi.org/10.1002/pits.21958

Kinsler, K. L. (2018). Writing self-efficacy and self-regulated strategy development instruction : Perceptions of three sixth-grade students with learning disabilities. 78(9-A(E)), No Pagination Specified-No Pagination Specified.

Kiuhara, S. A., O’Neill, R. E., Hawken, L. S., & Graham, S. (2012). The Effectiveness of Teaching 10th-Grade Students STOP, AIMS, and DARE for Planning and Drafting Persuasive Text. Exceptional Children, 78(3), 335‑355. https://doi.org/10.1177/001440291207800305

Klein, P., Bildfell, A., Dombroski, J. D., Giese, C., Sha, K. W.-Y., & Thompson, S. C. (2022). Self-regulation in early writing strategy instruction. Reading & Writing Quarterly: Overcoming Learning Difficulties, 38(2), 101‑125. https://doi.org/10.1080/10573569.2021.1919577

Klein, P. D., Casola, M., Dombroski, J. D., Giese, C., Sha, K. W.-Y., & Thompson, S. C. (2022). Response to intervention in virtual classrooms with beginning writers. Reading & Writing Quarterly: Overcoming Learning Difficulties, No Pagination Specified-No Pagination Specified. https://doi.org/10.1080/10573569.2022.2131662

Korducki, R. A. (2001). An instructional program integrating strategies for composition and self-regulation : Effects on the English and Spanish language writing skills of bilingual Latino students with learning difficulties. 62(3-A), 912‑912.

Koster, M., Bouwer, R., & van den Bergh, H. (2017). Professional development of teachers in the implementation of a strategy-focused writing intervention program for elementary students. Contemporary Educational Psychology, 49, 1‑20. https://doi.org/10.1016/j.cedpsych.2016.10.002

Kroesch, A. M., Peeples, K. N., Pleasant, C. L., & Cuenca-Carlino, Y. (2022). Let’s argue : Developing argumentative writing skills for students with learning disabilities. Reading & Writing Quarterly: Overcoming Learning Difficulties, 38(5), 399‑414. https://doi.org/10.1080/10573569.2021.1970659

Lane, K. L., Graham, S., Harris, K. R., Little, M. A., Sandmel, K., & Brindle, M. (2010). Story Writing : The Effects of Self-Regulated Strategy Development for Second-Grade Students With Writing and Behavioral Difficulties. The Journal of Special Education, 44(2), 107‑128. https://doi.org/10.1177/0022466908331044

Lane, K. L., Harris, K. R., Graham, S., Weisenbach, J. L., Brindle, M., & Morphy, P. (2008). The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties. The Journal of Special Education, 41(4), 234‑253. https://doi.org/10.1177/0022466907310370

Leakan, C. S. (2013). Empowering young writers with disabilities : The impact of teaching a writing strategy using self-regulated strategy development. 74(3-A(E)), No Pagination Specified-No Pagination Specified.

Levy, R. A. (2018). Effectiveness of a modified approach to small-group SRSD for second grade students with writing difficulties. 79(12-A(E)), No Pagination Specified-No Pagination Specified.

Lewandowski, S. C. (2012). The effects of a modified version of self-regulated strategy development and self-talk internalization strategy on writing and self-talk for elementary students with attentional difficulties.72(11-A), 4008‑4008.

Limpo, T., & Alves, R. A. (2013). Teaching planning or sentence-combining strategies : Effective SRSD interventions at different levels of written composition. Contemporary Educational Psychology, 38(4), 328‑341. https://doi.org/10.1016/j.cedpsych.2013.07.004

Limpo, T., & Alves, R. A. (2014). Implicit theories of writing and their impact on students’ response to a SRSD intervention. British Journal of Educational Psychology, 84(4), 571‑590. https://doi.org/10.1111/bjep.12042

Limpo, T., & Alves, R. A. (2018). Tailoring Multicomponent Writing Interventions : Effects of Coupling Self-Regulation and Transcription Training. Journal of Learning Disabilities, 51(4), 381‑398. https://doi.org/10.1177/0022219417708170

Lushen, K., Kim, O., & Reid, R. (2012). Paraeducator-led strategy instruction for struggling writers. Exceptionality, 20(4), 250‑265. https://doi.org/10.1080/09362835.2012.724626

Marble-Flint, K. J., & Brown, B. L. (2023). Self-regulated strategy development for writing : Case study of a female with autism spectrum disorder. Communication Disorders Quarterly, 44(2), 127‑132. https://doi.org/10.1177/15257401221077209

Mason, L. H. (2004). Explicit Self-Regulated Strategy Development Versus Reciprocal Questioning : Effects on Expository Reading Comprehension Among Struggling Readers. Journal of Educational Psychology, 96(2), 283‑296. https://doi.org/10.1037/0022-0663.96.2.283

Mason, L. H. (2013). Teaching students who struggle with learning to think before, while, and after reading : Effects of self-regulated strategy development instruction. Reading & Writing Quarterly: Overcoming Learning Difficulties, 29(2), 124‑144. https://doi.org/10.1080/10573569.2013.758561

Mason, L. H., Davison, M. D., Hammer, C. S., Miller, C. A., & Glutting, J. J. (2013). Knowledge, writing, and language outcomes for a reading comprehension and writing intervention. Reading and Writing, 26(7), 1133‑1158. https://doi.org/10.1007/s11145-012-9409-0

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