Teaching writing strategies to young students struggling with writing and at-risk for behavioral disorders: Self-regulated strategy development

Lane, Kathleen Lynne; Graham, Steven; Harris, Karen R.; Weisenbach, Jessica L.

dc.contributor.author	Lane, Kathleen Lynne
dc.contributor.author	Graham, Steven
dc.contributor.author	Harris, Karen R.
dc.contributor.author	Weisenbach, Jessica L.
dc.date.accessioned	2013-04-16T18:46:52Z
dc.date.available	2013-04-16T18:46:52Z
dc.date.issued	2006
dc.identifier.citation	Lane, Kathleen Lynne. (2006) Teaching writing strategies to young students struggling with writing and at-risk for behavioral disorders: Self-regulated strategy development. Teaching Exceptional Children, 39(1), 60-64.
dc.identifier.uri	http://hdl.handle.net/1808/11035
dc.description	This is the publisher's version, also found here: http://cec.metapress.com/content/178520r317650740/?p=03aae0a2540a4a3189d1a9319f390d15&pi=8
dc.description.abstract	The article focuses on the use of the self-regulated strategy development (SRSD) educational model, which teaches students the planning, goal setting, and self evaluation skill necessary to writing success. The article outlines the six stages of the SRSD model, including the development of background knowledge, discussion, modeling, memorization, support and independent performance. A case example is presented of students with behavioral or emotional problems working through the method to improve their writing.
dc.language.iso	en_US
dc.publisher	Council for Exceptional Children
dc.title	Teaching writing strategies to young students struggling with writing and at-risk for behavioral disorders: Self-regulated strategy development
dc.type	Article
kusw.kuauthor	Lane, Kathleen Lynne
kusw.kudepartment	Special Education
kusw.oastatus	fullparticipation
kusw.oaversion	Scholarly/refereed, publisher version
kusw.oapolicy	This item meets KU Open Access policy criteria.
dc.rights.accessrights	openAccess

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