AN EVIDENCE-BASED ANALYSIS OF SELF-REGULATED STRATEGY DEVELOPMENT WRITING INTERVENTIONS FOR STUDENTS WITH SPECIFIC LEARNING DISABILITIES

Abstract

Background: Approximately 5% of school-aged children in the United States receive special education services under the specific learning disabilities category. Additionally, 20% of all students experience difficulty with writing, spelling, and handwriting.

Goal: This literature review provides a synthesis of single case studies evaluating the use of self-regulated strategy development (SRSD) for students with specific learning disabilities.

Methods: Percentage of non-overlapping data (PND) and Percentage of Data Exceeding the Median (PEM) were used as a common metric to evaluate studies meeting inclusion criteria.

Results: Fifteen articles evaluating seven SRSD writing intervention strategies met study inclusion criteria.
Both mean PND (89.69%, Range = 38% – 100%) and mean PEM (0.98, Range = 0.91 – 1.00) suggest that SRSD writing interventions are effective to highly effective.

Conclusion: Althoudh additional research is needed, the results suggest that self-regulated writing strategies are an effective intervention to support students with specific learning disabilities experiencing difficulty with writing.