Robert Reid is an SRSD researcher and author specializing in Strategy Instruction for learning reading and writing for children with learning disabilities.
Robert Reid Biography
Robert Reid has researched and written about SRSD for over 25 years. He studied Strategy Instruction under Karen Harris and Steve Graham, created his own SRSD teaching text and has worked primarily with the learning disabled and struggling learners.
Additionally, Robert is a:
Visiting Scholar University of Canberra · Centre for Research and Action in Public Health Australia · Canberra Professor (Full)
University of Nebraska at Lincoln · Department of Special Education and Communication Disorders United States · Lincoln
Author
Strategy Instruction for Students with Learning Disabilities, Second Edition (What Works for Special-Needs Learners)
Filling an important need for K-12 educators, this highly practical book provides a step-by-step guide to cognitive strategy instruction, one of the most effective instructional techniques for struggling learners. The authors present well-validated strategies that target self-regulated learning and study skills as well as performance in specific content areas, such as writing, reading, and math. Detailed classroom examples illustrate how to teach the strategies systematically and monitor student outcomes.
Selected Publications
Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder
Symptoms: Factor Structure and Normative Data
Paraphrasing Strategy Instruction for Struggling Readers
Paraeducator-Led Strategy Instruction for Struggling Writers
Self-regulation among children with LD and ADH
Self-Regulated Strategy Development for Students with Learning Disabilities
Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder
Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities. Journal of Behavioral Education, 6, 153-172
Selected Research
- Writing Characteristics of Students with Attention Deficit Hyperactive Disorder: A Meta-Analysis: LEARNING DISABILITIES RESEARCH 2016
- Multi-Informant Assessment of ADHD Symptom-Related Impairments Among Children and Adolescents 2015
- Parent and Teacher Ratings of Attention-Deficit/Hyperactivity Disorder Symptoms: Factor Structure and Normative Data 2015
- Paraphrasing Strategy Instruction for Struggling Readers 2015
- Self-Regulation Strategies for Students with Autism Spectrum Disorder 2013
- Self-regulation among children with LD and ADH 2012
- Overcoming Executive Function Deficits With Students With ADHD 2011
Robert Reid’s SRSD Story
My name is Robert Reid, I’m an emeritus professor at the University of Nebraska Lincoln. I started here at the University of Nebraska about 24 years ago and one of the things that I was tasked to develop was a learning course and strategies for students with learning disabilities. And, really, there was only one validated strategy and that was Strategy Instruction (SRSD).
I had been trained in the SRSD model by Karen Harris and Steve Graham, so I basically developed the semester long course using SRSD. And I thought, well, I’ll find a text that shouldn’t be too hard and there wasn’t any. So based on what I had developed for the course and what I had read and what I learned that teachers needed to know about using SRS,. I basically developed my own text on how to teach SRSD. It’s not about strategies, per se, it’s about how to teach strategies because that’s the critical point.
The most eyeopening thing about SRSD is that when it’s done correctly, it works. Most of my work has been done with kids with ADHD. When we did baseline testing on them to see what their levels were coming in. I remember one kid, his story was:
Bob is mice. Eat.
That was his whole story. When he was done with strategy instruction, he was writing two page stories with all of the story elements present. It was just a remarkable turnaround, but it’s not that uncommon in SRSD. You can get huge gains with kids. I’m getting huge gains because I take kids that are very low, so they had a lot of ways to go up. I literally have never had a child fail to improve.