SRSD ONLINE

40 Years of Research. One Clear Answer for Writing Instruction.

The science of writing shows us what works. SRSD is the most researched, most effective framework for teaching genre-based writing, and it’s available for your classroom and your school.

Writing Instruction Has a Research Base. Is Your School Using It?

The science of writing is built on decades of research from experts around the world, showing what actually works when teaching students to write.

The evidence base connects writing strategies, such as generating ideas, organizing thinking, and revising work, with self-regulation strategies, such as setting goals, monitoring progress, and reflecting on learning.

SRSD sits at the center of that research. Developed by Dr. Karen Harris, SRSD has been studied in more than 100 research studies, consistently demonstrating strong improvements in student writing performance and teacher confidence.

What is the Science of Writing

3x More Effective Than Traditional Writing Instruction

One way researchers measure the impact of instruction is through effect sizes, a calculation that lets them compare different approaches across many different studies.

SRSD is 3X more effective than traditional process writing instruction over six stages.

An effect size of 0.3 is
considered small

An effect size of 0.5 is
considered moderate

An effect size of 0.8 is
considered large

Most writing instruction programs produce small effect sizes. SRSD consistently achieves effect sizes well above 1.0.

“SRSD has consistently demonstrated the highest effect sizes and improved writing skills while equitably addressing critical educational gaps without disparity in performance based on race, ethnicity, or socioeconomic status

- Dr. Debra McKeown, SRSD Researcher, Texas A&M University

Effect Sizes explained

Dr. Steve Graham on SRSD's reach

Effective Across Different Age Groups, Abilities & Contexts

Decades of research have demonstrated SRSD’s effectiveness across a wide range of student populations, not just high achievers, and not just in controlled research settings.

SRSD has been shown to work for:

Students in K–12 and beyond
Students in general education and special education
Multilingual learners
Individual, small group, and whole class settings
Different content areas — writing, reading, math, history, social studies
Districts across the U.S., Canada, and five continents

“Scientifically, SRSD is proven to work time and again in different situations, writing genres, grade levels, countries, and cultures. SRSD consistently makes a difference in how well students write”

- Dr. Steve Graham, SRSD Researcher, Arizona State University

Reading & Writing Connection

Literacy research shows that reading and writing are mutually reinforcing, each enhancing the other. SRSD is designed with this in mind, making it the perfect complement to your school’s existing reading program.

Dr. Steve Graham on the reading-writing connection

“SRSD successfully combines reading and writing skills by improving text comprehension and analysis. This approach improves writing and reinforces reading comprehension, supporting both disciplines simultaneously"

- Michael Hebert, SRSD Researcher, University of California at Irvine

Go Deeper. Watch Karen Harris Walk You Through 40 Years of Research.

Dr. Harris’s 18-chapter video presentation is a comprehensive look at the power of SRSD: why writing is hard to teach, how SRSD works in real classrooms, and what the research shows about student outcomes.

Whether you’re a teacher looking to understand the framework or a school leader evaluating options, this series will help you evaluate SRSD for your school and district.

Watch The Series

“With over 40 years of research behind it, SRSD has totally changed the game in writing instruction. You'll see real student transformations and find out how to help your students become confident, independent writers."

- Karen Harris, SRSD Creator,
Arizona State University

The Research Behind SRSD

The Self-Regulated Strategy Development Instructional Model: Efficacious Theoretical Integration, Scaling Up, Challenges, and Future Research

Karen R. Harris (2024)

Provides a comprehensive account of the theoretical foundations and evolution of SRSD. Karen Harris summarizes research supporting the model, explains how SRSD integrates cognitive, behavioral, social, and self-regulation theories, and examines the opportunities and challenges involved in bringing effective SRSD instruction to scale.

A Meta-Analysis of Writing Instruction for Students in the Elementary Grades

Steve Graham, Debra McKeown, Sharlene A. Kiuhara, and Karen R. Harris (2012)

Examines 13 approaches to elementary writing instruction. The analysis found that SRSD was particularly effective, producing an average weighted effect size of 1.17 for improving writing quality.

A Meta-Analysis of Writing Treatments for Students in Grades 6–12

Steve Graham, Young-Suk Grace Kim, Yucheng Cao, Joongwon Lee, Tamara Tate, Penelope Collins, Minkyung Cho, Youngsun Moon, Huy Quoc Chung, and Carol Booth Olson (2023)

Synthesizes research on writing instruction for middle and high school students. The analysis found that writing instruction improved both writing and reading outcomes and identified strategy instruction as one of several effective approaches.

The Writing of Students with Learning Disabilities, Meta-Analysis of Self-Regulated Strategy Development Writing Intervention Studies, and Future Directions: Redux

Steve Graham, Karen R. Harris, and Debra McKeown (2013)

Examines the writing needs of students with learning disabilities and updates an earlier meta-analysis of SRSD writing interventions using additional studies and more advanced analytical procedures.

Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development

Scott K. Baker, David J. Chard, Leanne R. Ketterlin-Geller, Chanisa Apichatabutra, and Christian Doabler (2009)

Evaluates the quality of the SRSD evidence base for students with and at risk for learning disabilities. The authors concluded that both the group-design and single-subject research met proposed standards for an evidence-based practice.

Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students with and without Behavioral Challenges: A Randomized Controlled Trial

Karen R. Harris, Kathleen Lynne Lane, Steven A. Driscoll, Steve Graham, Kristen Wilson, Karin Sandmel, Mary Brindle, and Chris Schatschneider (2012)

Demonstrates that second- and third-grade general education teachers could implement SRSD with fidelity as a Tier 1 approach. SRSD improved writing quality and the inclusion of genre elements among students with and without behavioral challenges.

A Review of Research on Professional Development for Multicomponent Strategy-Focused Writing Instruction: Knowledge Gained and Challenges Remaining

Karen R. Harris, April Camping, and Debra McKeown (2023)

Reviews research on professional development for multicomponent strategy-focused writing instruction, including SRSD, and examines what researchers have learned about supporting teachers, improving implementation, and strengthening student outcomes.

See All Research

Ready to See What SRSD Can Do in Your School?

For Teachers &  Instructional Coaches

Start with a self-paced course and bring structured writing strategies into your classroom this month.

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For School & 
District Leaders

Talk to our team about the right implementation pathway for your  school or district.

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