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Programmatic Intervention Research: Illustrations from the Evolution of Self-Regulated Strategy Development
Karen R. Harris and Steve Graham
Learning Disability Quarterly
Vol. 22, No. 4 (Autumn, 1999), pp. 251-262
Published by: Sage Publications, Inc.
Stable URL: http://www.jstor.org/stable/1511259
Page Count: 12
You can always find the topics here!Topics: Writing instruction, Writing, Learning disabilities, Learning, Teachers, Special education, Pedagogy, Writing assignments, Writing processes, Writing teachers
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The purpose of this invited article is to provide an example of the evolution of programmatic research in learning disabilities. We first note the four strands of writing research in which we have been involved since the early 1980s, and then address the theoretical and pedagogical groundings of our research in Self-Regulated Strategy Development (SRSD). Over 20 studies involving SRSD have been conducted to date. One of these studies is briefly described, followed by a closer examination of how this study and other previous research led to two subsequent studies. We conclude with an overview of the many research questions and directions that remain in the area of writing, strategies instruction, and the development of self-regulation.
Learning Disability Quarterly © 1999 Hammill Institute on Disabilities