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A multiple-baseline design assessed students’ responsiveness to a writing and self-regulation intervention called Self-Regulated Strategy Development (SRSD). Three culturally and linguistically diverse (CLD) primary grade students, one in 1st grade and two in 2nd grade, were instructed in narrative writing strategies through SRSD lesson plans that included a focus on planning, the seven story parts, and self-regulation strategies for writing. The purpose of this study was to examine SRSD, a framework that has previously shown positive effects for a wide range of students in the primary and middle school grades. Writing complexity, story parts, writing knowledge and perceptions were evaluated.

Strand: F, Topic: 2, 12, Level: I

Angélica Gamboa, graduate student; Dr. Katina Lambros, School Psychology Program associate professor and director, San Diego State University.