The writing of students with learning disabilities, meta-analysis of self-regulated strategy development writing intervention studies, and future directions: Redux. Chapter uri icon


  • In this chapter, we update and revisit the topics of writing and learning disabilities (LD), and self-regulated strategy development (SRSD) in writing, which were examined in two separate chapters of the first edition. In this redux of the original chapters, we again start by considering what we know about the writing of students with learning disabilities (LD). This examination is updated and recast in light of what we know about four catalysts of typical writing development: strategies, skills, knowledge, and motivation (we did not use this particular lens in the previous edition). We then update our previous meta analysis of SRSD. This includes analyzing new studies and using more sophisticated analytic procedures for computing effect sizes. We apologize for not being more comprehensive, in that we have not examined other approaches to writing instruction, but space limitations required a more narrow approach. Finally, we briefly describe our initial and current research on professional development for self-regulated strategy development (SRSD). (PsycINFO Database Record (c) 2017 APA, all rights reserved)

author list (cited authors)

  • Graham, S., Harris, K. R., & Mckeown, D.

editor list (cited editors)

  • Swanson, H. L., Harris, K. R., & Graham, S.

Book Title

  • Handbook of Learning Disabilities, Second Edition

publication date

  • August 2014