7.1: Introduction

Last updated
Save as PDF

Page ID: 74317

Mickey Losinski
Kansas State University via New Prairie Press/Kansas State University Libraries

\( \newcommand{\vecs}[1]{\overset { \scriptstyle \rightharpoonup} {\mathbf{#1}} } \) \( \newcommand{\vecd}[1]{\overset{-\!-\!\rightharpoonup}{\vphantom{a}\smash {#1}}} \)\(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\) \(\newcommand{\id}{\mathrm{id}}\) \( \newcommand{\Span}{\mathrm{span}}\) \( \newcommand{\kernel}{\mathrm{null}\,}\) \( \newcommand{\range}{\mathrm{range}\,}\) \( \newcommand{\RealPart}{\mathrm{Re}}\) \( \newcommand{\ImaginaryPart}{\mathrm{Im}}\) \( \newcommand{\Argument}{\mathrm{Arg}}\) \( \newcommand{\norm}[1]{\| #1 \|}\) \( \newcommand{\inner}[2]{\langle #1, #2 \rangle}\) \( \newcommand{\Span}{\mathrm{span}}\)\(\newcommand{\AA}{\unicode[.8,0]{x212B}}\)

General Outline

Issues Related to Writing
Improving Written Expression with STOP + DARE

Much of the current chapter has been reproduced from Self-Regulated Strategy Development for Students with Emotional/Behavioral Disorders in a Residential School with permission from Robin P. Ennis (2013). While the text of the following includes refences specific to improving the writing of students with emotional or behavioral disorders (E/BD), the statements apply equally to all students with disabilities.

Writing is a complex activity requiring multiple cognitive processes (Graham & Harris, 2003). The National Assessment of Educational Progress writing assessment of 2007 found that fewer than 6% of students with disabilities in grades 8 and 12 demonstrated proficient writing skills (Institute of Education Sciences, 2007). Additionally, writing is required for most living-wage jobs with both public and private employers citing a need for writing proficiency for occupational success (National Commission on Writing, 2004). Students with difficulties in the area of writing have difficulty generating and organizing ideas, setting personal writing goals, self-monitoring written performance, and revising written work (Harris & Graham, 1996). One evidence-based intervention that addresses all of these difficulties is self-regulated strategy development (SRSD). (Ennis, 2013, pp. 44-48).