SRSD Research
There have been over 140 empirical studies on SRSD, with 33 approaching or meeting the highest ESEA tier for evidence of effectiveness. These studies are listed below:
| Citation | Year | Design | Urban; Sub; Rural | Elem; Sec | # | Genre | ES |
|---|---|---|---|---|---|---|---|
| Harris, K., Kim, Y., Yim, S., Camping, A. & Graham, S. (2023). Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2. Contemporary Educational Psychology, Volume 73. | 2023 | RCT | U | Gr 1-2 | 93 | Info | 1.02 |
| McKeown, D., Wijekumar, K., Owens, J., Harris, K., Graham, S., Lei, P., & FitzPatrick, E. (2023). Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes. Contemporary Educational Psychology, 73, | 2023 | RCT | Gr 4 | 418 | Pers | .87 | |
| Collins, A. A., Ciullo, S., Graham, S., Sigafoos, L., Guerra, S., David, M., & Judd, L. (2021). Writing expository essays from social studies texts: a self-regulated strategy development study. Reading and Writing, 34, 1623–1651. | 2021 | RCT | Gr 3 | 280 | Info | .72 | |
| Hisgen, S., Barwasser, A., Wellmann, T., & Grunke, M. (2020). The Effects of a Multicomponent Strategy Instruction on the Argumentative Writing Performance of Low-Achieving secondary students. Learning Disabilities: A Contemporary Journal 18(1), 93-110 | 2020 | RCT | U | S | 38 | Arg | 3.47 |
| Ray, A. B., Graham, S., Liu, X. (2020). A College Entrance Essay Exam Intervention for Students With High-Incidence Disabilities and Struggling Writers, Learning Disability Quarterly. 44(4), 275-287. | 2020 | RCT | S/R | S | 10 | Arg | 4.86 |
| Wissinger, D. R., De La Paz, S., & Jackson, C. (2020). The effects of historical reading and writing strategy instruction with fourth-through sixth-grade students. Journal of Educational Psychology. | 2020 | Quasi | U | E | 309 | Arg | 0.59 |
| McKeown, D., FitzPatrick, E., Brown, M., Brindle, M., Owens, J., & Hendrick, R. (2019). Urban teachers implementation of SRSD for persuasive writing following practice-based professional development: Positive effects mediated by compromised fidelity. Reading and Writing, 32(6), 1483-1506. | 2019 | Quasi | U | E | 318 | Opinion | 0.15 |
| Prata, M.J., de Sousa, B., Festas, I., & Oliveira, A.L (2019). Cooperative methods and self-regulated strategies development for argumentative writing. The Journal of Educational Research, 112(1) 12-27 | 2019 | Quasi | S | 121 | Arg | 0.61 | |
| Limpo, Teresa, and Rui A Alves. Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training. Journal of learning disabilities 51.4 (2017): 381398 | 2018 | Quasi | E | 43 | 0.71 | ||
| Sartika, D., and Rachmanita. The Effect of Self-Regulated Strategy Development on Students Skill to Write Persuasive Text. Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1) | 2017 | Quasi | S | 30 | Arg | 0.88 | |
| Mason, L. H., Cramer, A. M., Garwood, J. D., Varghese, C., Hamm, J., & Murray, A. Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers With and Without Disabilities in Rural Schools: A Randomized Controlled Trial. Rural Special Education Quarterly, 36(4), 168179. | 2017 | RCT | R | E | 308 | Opinion | 0.7 |
| Washburn, E., Sielaff, C., & Golden, K. The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom. Literacy Research and Instruction, 55(4), 353374. | 2016 | Quasi | S | 51 | Pers | 0.64 | |
| Mastropieri M., Scruggs, T., Irby Cerar. N., Guckert, M., Thompson, C.,... and Cuenca-Carlino, Y. Strategies persuasive writing instruction for students with emotional and behavioral disabilities. Exceptionality, 23, 147-169. | 2015 | RCT | U | S | 16 | Pers | 1.27 |
| 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, 516. | 2015 | RCT | U | E | 27 | Story | 0.89 |
| 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, 1727. | 2015 | Quasi | U | S | 214 | Argu | 0.73 |
| Del Longo, S., Cisotto, L., Klein, P., Boscolo, P., Kirkpatrick, L., & Gelati, C. Writing to Argue: Writing as a Tool for Oral and Written Argumentation. In Writing as a Learning Activity (Vol. 28, Studies in Writing, pp. 15-43). | 2014 | RCT | S | 65 | Arg | 0.3 | |
| 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), 571590. doi:10.1111/ bjep.12042 | 2014 | Quasi | E | 109 | Opinion | 0.15 | |
| Mason, L. H., Kubina, R. M., Kostewicz, D. E., Cramer, A. M., & Datchuk, S. Improving quick writing performance of middle-school struggling learners. Contemporary Educational Psychology,38(3), 236-246. | 2013 | Quasi | U | S | 33 | Opinion | 0.79 |
| Limpo, T., & Alves, R. A. Teaching planning or sentence-combining strategies: Effective SRSD interventions at different levels of written composition. Contemporary Educational Psychology, 38(4), | 2013 | Quasi | U | E | 39 | Opinion | 0.72 |
| Harris, K. R., Lane, K. L., Graham, S., Driscoll, S. A., Sandmel, K., Brindle, M., & Schatschneider, C. (2012). Practice-based professional development for self-regulated strategies development in writing a randomized controlled study. Journal of Teacher Education, 63(2), 103-119. | 2012 | RCT | R | E | 113 | Story | 0.77 |
| 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. | 2012 | RCT | U/R | E | 29 | Inform | 0.83 |
| Hacker, D., Dole, J., Ferguson, M., Adamson, S., Roundy, L., & Scarpulla, L. (2011). The short-term and long-term writing gains using self- regulated strategy development in middle school. Reading and Writing Quarterly 31(4):1-22 | 2015 | Quasi | U | S | 351 | Arg | 0.18 |
| Lane, K. L., Harris, K., Graham, S., Driscoll, S., Sandmel, K., Morphy, P., ... & Schatschneider, C. (2011). Self-regulated strategy development at tier 2 for second-grade students with writing and behavioral difficulties: A randomized controlled trial. Journal of Research on Educational Effectiveness, 4(4), 322-353. | 2011 | RCT | U/S | E | 21 | Opinion | 1.66 |
| De La Paz, S. & Felton, M. (2010). Reading and Writing from Multiple Source Documents in History: Effects of Strategy Instruction with Low to Average High School Writers. Contemporary Educational Psychology, 35, 174-192. | 2010 | Quasi | S | 81 | Hist Argu | 0.63 | |
| Eissa, M. A. (2009). The effectiveness of a program based on self-regulated strategy development on the writing skills of writing-disabled secondary school students. Electronic Journal of Research in Educational Psychology, 7, 524. | 2009 | RCT | S | 34 | 4.97 | ||
| Tracy, B., Reid, R., & Graham, S. (2009). Teaching young students strategies for planning and drafting stories: The impact of self-regulated strategy development. Journal of Educational Research, 102(5), 323-331. | 2009 | Quasi | R | E | 64 | Story | 0.26 |
| Fidalgo, R., Torrance, M., & Garcia, J. N. (2008). The Long-Term Effects of Strategy-Focused Writing Instruction for Grade Six Students. Contemporary Educational Psychology, 33, 672-693. | 2008 | Quasi | S | S | 56 | Exp | 0.68 |
| Rogevich, M., & Perin, D. (2008). Effects on Science Summarization of a Reading Comprehension Interventino for Adolescents with Behavioral and Attentional Disorders. Exceptional Children, 74, 135-154. | 2008 | Quasi | S | S | 15 | Summary | 3.91 |
| Wong, B. Y. L., Hoskyn, M., Jai, D., Ellis, P., & Watson, K. The comparative efficacy of two approaches to teaching sixth graders opinion essay writing. Contemporary Educational Psychology, 33, 757784. | 2008 | Quasi | U | E | 26 | 0.33 | |
| Glaser, C., & Brunstein, J. (2007). Improving Fourth-Grade Students' Composition Skills: Effects of Strategy Instruction and Self-Regulation Procedures, Journal of Educational Psychology, 99, 297-310. | 2007 | Quasi | E | 41, 34 | 1.45 | ||
| Torrance, M., Fidalgo, R., & Garcia, J.N. (2007). The teachability and effectiveness of cognitive self-regulation in sixth-grade writers. Learning and Instruction, 17, 265285. | 2007 | Quasi | E | 71 | Exp | 0.7 | |
| Harris, K., Graham, S., & Mason, L. (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), 295-337. | 2006 | RCT | U | E | 22 | Story | 0.87 |
| 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. | 2005 | RCT | U | E | 24 | Opinion | 2.42 |
| De La Paz, S., & Graham, S. (2002). Explicitly Teaching Strategies, Skills, and Knowledge: Writing Instruction in Middle School Classrooms. Journal of Educational Psychology, 94, 291-304. | 2002 | Quasi | S | S | 30 | Exp | 1.71 |
| Berninger, V., Vaughan, K., Abbott, R., Begay, K., Coleman, K. B., Curtin, G., ... Graham, S. (2002). Teaching spelling and composition alone and together: Implications for the simple view of writing. Journal of Educational Psychology, 94(2), 291304. | 2002 | RCT | U | E | 24 | 1.64 | |