(Zimmerman & Martinez-Pons, 1986). For middle-school students, in particular, maintaining motivation is the key to self-regulation. Dembo and Eaton (2000) proposed that self-regulated middle school students typically use three strategies for maintaining motivation during these critical years when academic motivation wanes: goal setting, self-talk, and rewards. Research on SRSD with students with LD has demonstrated that the self-regulation components embedded within SRSD instruction promote maintenance and generalization of writing skills (Glaser and Brunstein, 2007; Sawyer, Graham, & Harris, 1992). There are six proscribed stages in the SRSD for writing instructional model (Graham, Harris & Background Troia, 1998). The first stage, “Develop Knowledge,” addresses pre-skills needed to learn and apply the writing strategy and self-regulation procedures. In the second stage, students are introduced to the writing strategy and make a commitment to “Discuss It,” learn it. In the third stage, the teacher models the strategy while thinking aloud and “Model It,” students develop self-statements they can use for writing. During the fourth stage, “Memorize students memorize the mnemonic and their self-statements. the fifth It,” strategy’s “Support It,” stage, provides guided practice for students to implement the strategy and to perform skills such as goal setting, self-instruction, and self-monitoring. Finally, “Independent is the sixth stage of the SRSD model. At this stage, students use the writing Performance” strategy and self-regulation skills to write independently. Self-efficacy for Writing Bandura (1997) explains that as skills increase, their self-efficacy for the given students’ task also increases. Self-efficacy refers to that he or she is able to successfully one’s belief complete a task. A strong sense of self-efficacy is established through mastery experiences, vicarious experiences observing a model, verbal reinforcement, and psychological and one’s
(Zimmerman & Martinez-Pons, 1986). For middle-school students, in particular, maintaining motivation is the key to self-regulation. Dembo and Eaton (2000) proposed that self-regulated middle school students typically use three strategies for maintaining motivation during these critical years when academic motivation wanes: goal setting, self-talk, and rewards. Research on SRSD with students with LD has demonstrated that the self-regulation components embedded within SRSD instruction promote maintenance and generalization of writing skills (Glaser and Brunstein, 2007; Sawyer, Graham, & Harris, 1992). There are six proscribed stages in the SRSD for writing instructional model (Graham, Harris & Troia, 1998). The first stage, “Develop Background Knowledge,” addresses pre-skills needed to learn and apply the writing strategy and self-regulation procedures. In the second stage, “Discuss It,” students are introduced to the writing strategy and make a commitment to learn it. In “Model It,” the third stage, the teacher models the strategy while thinking aloud and students develop self-statements they can use for writing. During the fourth stage, “Memorize It,” students memorize the strategy’s mnemonic and their self-statements. “Support It,” the fifth stage, provides guided practice for students to implement the strategy and to perform skills such as goal setting, self-instruction, and self-monitoring. Finally, “Independent Performance” is the sixth stage of the SRSD model. At this stage, students use the writing strategy and self-regulation skills to write independently. Self-efficacy for Writing Bandura (1997) explains that as students’ skills increase, their self-efficacy for the given task also increases. Self-efficacy refers to one’s belief that he or she is able to successfully complete a task. A strong sense of self-efficacy is established through mastery experiences, vicarious experiences observing a model, verbal reinforcement, and one’s psychological and