Teaching Writing to At Risk Students: The Quality of Evidence for Self Regulated Strategy Development
This study evaluates the quality of the research and evidence base for a writing intervention called Self Regulated Strategy Development (SRSD; Graham Harris, 1989; Harris Graham, 1996) for students with and at risk for learning disabilities, using criteria for group research studies suggested by Gersten et al. (2005) and single subject research studies suggested by Horner et al. (2005) Five experimental and quasi experimental studies and 16 single subject studies investigating SRSD were analyzed on numerous methodological dimensions. Both the group design and single subject studies also met proposed standards for an evidence based practice. The potential value of analyzing approaches and interventions using the proposed quality indicators and standards for evidence based practices is discussed, as are implications for research and practice.