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From Autism to ADHD and Beyond, SRSD has an Evidence-based Solution.

Teachers nationwide are looking for writing instruction that works—especially for students who learn differently. Self-Regulated Strategy Development (SRSD) has been studied extensively with students with disabilities, and the results are consistently strong. Whether you teach students with autism, ADHD, learning disabilities, or other health impairments, this blog provides a quick guide to the research that shows how SRSD supports writing achievement, independence, and confidence in inclusive classrooms through inclusive pedagogy.

Below, you’ll find key studies organized by disability type. Each summary highlights what matters most for educators: What works, who it works for, and why it’s worth your time.

We’re here to help! Click here to schedule a free, no-obligation consultation with one of our SRSD specialists and explore how we can support your students with disabilities.

Autism Spectrum Disorder (ASD)

SRSD is one of the most extensively studied writing interventions for students with autism. Over a dozen peer-reviewed studies demonstrate its success across elementary and middle-grade levels. Research shows that students with ASD who receive SRSD instruction produce longer, more organized, and higher-quality writing.

In one study by Asaro-Saddler (2014), students’ inclusion of story elements increased from 30% to over 80% after just a few weeks of SRSD instruction. Others, like Asaro-Saddler & Arcidiacono (2018), found measurable gains in persuasive writing, especially when paired with visual supports. Most importantly, these improvements are not just academic—they also extend to executive functioning skills like planning, goal setting, and self-monitoring, giving students greater independence and ownership over their writing. For teachers working in inclusive classrooms, SRSD offers a clear, evidence-based path to success for learners with ASD, creating an effective learning environment tailored to diverse needs.

Here are a few examples:

Planning Instruction for Students with ASD Asaro-Saddler & Saddler (201) This study explains how SRSD’s clear structure, visual aids, and explicit routines align beautifully with the diverse perspectives and needs of students with autism to succeed in writing.

SRSD’s Effects on Writing and Self-Regulation Asaro-Saddler (2016) Students with autism improved their writing and became more skilled at goal setting, planning, and self-monitoring—essential executive functioning skills.

Peer Modeling in Inclusive Classrooms Harris, Graham & Mason (2006) This large study showed that peer collaboration during SRSD lessons benefits struggling learners, including those with ASD, through shared strategy language and social support.

More ASD-Focused Research Highlights:

• Asaro-Saddler (2014) Found improved story length, organization, and overall quality in children with ASD after SRSD.
• Asaro-Saddler & Arcidiacono (2018) demonstrated that persuasive writing improved significantly when SRSD was paired with visual supports.
• Asaro-Saddler et al. (2015) provide practical, evidence-based classroom strategies for teaching writing to students with ASD.
• Schneider et al. (2013): Combined accommodations and SRSD to boost written language in students with Asperger’s syndrome.
• Carr et al. (2014): A meta-analysis shows positive effects of self-management interventions like SRSD in students with ASD.

Attention-Deficit/Hyperactivity Disorder (ADHD)

Writing can be incredibly challenging for students with ADHD due to difficulties with attention, organization, and self-regulation, making student engagement crucial in addressing these challenges. Fortunately, SRSD has been shown to significantly improve writing performance and executive functioning in this population, fostering a sense of belonging through inclusive learning among students.

In a meta-analysis by Graham, McKeown, Kiuhara, and Harris (2012), SRSD yielded an average effect size of 1.14 on writing quality for students with ADHD. This powerful result surpasses many other writing interventions. Research also shows that SRSD helps these students write longer, more coherent essays, use more sophisticated vocabulary, and better plan their ideas before writing, promoting the inclusion of diverse learners in educational settings. For example, Lienemann & Reid (2008) found that students improved their written output and their ability to stay focused and follow through on each stage of the writing process. With built-in scaffolds and self-monitoring tools, SRSD offers educators a structured yet flexible model that directly supports the areas where students with ADHD often struggle most.

Here are a few examples:

SRSD for Students with ADHD Reid, Hagaman & Graham (2014) This review highlights improved writing skills and increased use of self-regulation strategies—such as goal-setting and self-monitoring—among students with ADHD.

SRSD Boosts Writing Organization and Focus Lienemann & Reid (2008) This study found that teaching SRSD to students with ADHD significantly improved their ability to organize ideas and write clear, complete, expository essays.

Meta-Review Confirms Effectiveness Roitsch et al. (2017) A systematic review concluded that SRSD consistently improves writing quality, length, and completeness for students with ADHD.

Additional ADHD-Related Studies:

• Jacobson & Reid (2012): High school students with ADHD showed notable gains in essay structure and quality after SRSD.
• Lane et al. (2009): SRSD within a behavior support model improved writing outcomes in second graders with attention challenges.

Other Health Impairments (OHI)

Students classified under Other Health Impairments often face challenges related to fatigue, attention, executive functioning, or medical conditions that can disrupt learning routines. This emphasizes the importance of inclusion in educational strategies. SRSD offers a research-backed framework that can be tailored to these students’ needs, mainly by adjusting lesson pacing and complexity to accommodate different learning styles within a supportive community.

In a study by Kubina et al. (2011), middle school students with OHI showed significant gains in writing performance when SRSD instruction was adapted to shorter, more manageable lessons—demonstrating the model’s flexibility. Across studies, SRSD has produced effect sizes ranging from .8 to 1.5 for writing quality and length among students with disabilities, including those with OHI. These outcomes are particularly encouraging for educators seeking inclusive strategies that support participation from students who may not receive targeted writing support elsewhere, fostering a strong sense of community. SRSD helps level the playing field, making rigorous writing instruction accessible and sustainable, thereby enhancing educational equity, accessibility, and inclusion for all learners.

Lesson Length and Complexity Matter Kubina et al. (2011) Middle school students with OHI made measurable gains in writing quality after SRSD instruction, especially when lessons were adjusted for complexity and pacing.

Tailoring Instruction for Diverse Learners Taft et al. (2011) This study suggests that customizing SRSD lesson length can make a big difference for students with various health impairments.

Language or Learning Disabilities (LLD)

Students with language or learning disabilities (LLD) are one of the most extensively researched groups in the SRSD evidence base—and the results are consistently powerful. According to the What Works Clearinghouse (2017), SRSD has “strong evidence” of effectiveness for this population, improving everything from writing quality and organization to student self-efficacy. A widely cited meta-analysis by Graham & Harris (2003) found an average effect size of 1.17 for writing quality, ranking SRSD among the most effective academic interventions for students with learning disabilities. More recent syntheses, like the one conducted by McKeown, Harris, and Graham (2013), reviewed over 80 studies and confirmed that SRSD consistently improves both the mechanics and the mindset of writing.

In fact, SRSD does more than raise test scores—it helps students with LLD become independent, confident writers. Students in SRSD classrooms not only write longer, more organized texts (with effect sizes as high as 1.86 for composition length), but also develop critical self-regulation strategies like goal setting, self-monitoring, and revising. These skills are essential for students who struggle with working memory, attention, or expressive language. Whether you’re teaching narrative structure in third grade or argument writing in high school, SRSD offers a flexible, research-backed model that closes writing gaps while building academic resilience.

What Works Clearinghouse Report U.S. Department of Education (2017) This report confirms that SRSD is one of the most effective writing interventions for students with learning disabilities, improving both writing outcomes and student self-efficacy.

Meta-Analysis of SRSD Graham & Harris (2003) Across dozens of studies, SRSD consistently helped students with learning disabilities write longer, more organized, and higher-quality compositions.

Recent Research Highlights:

• McKeown, Harris & Graham (2013): Synthesizes over 80 studies, reinforcing SRSD’s broad success with students with LD.
• Kaldenberg et al. (2016): Identifies common features of effective writing interventions, with SRSD as a standout.
• 2024 Study on Informative Writing: High school students with disabilities made notable gains after SRSD instruction in writing informational texts.

Multiple Disabilities (MD)

Students with multiple disabilities often have complex learning profiles that require a highly structured, adaptable, and inclusive learning environment. SRSD has shown strong promise in this area because of its flexibility and emphasis on explicit modeling, scaffolded support, and student ownership.

In a study by Taft & Mason (2011), students with various primary disabilities—not just learning disabilities—demonstrated measurable gains in writing quality and independence after SRSD instruction. Across broader SRSD research, effect sizes for writing improvements in students with disabilities frequently exceed 1., suggesting a strong, meaningful impact. For teachers working in inclusive classrooms, SRSD stands out as an evidence-based model that adapts to diverse learner needs, promoting inclusion, diversity, and authentic writing growth for all students.

Inclusive Impact Taft & Mason (2011) This study showed that SRSD improved the writing of students with a range of disabilities—beyond learning disabilities—reinforcing its versatility in inclusive classrooms.

Cognitive Impairments

Students with cognitive impairments often struggle with the foundational processes required for effective writing—such as organizing ideas, remembering steps, and staying focused throughout a task. SRSD is uniquely suited to support these learners because it explicitly teaches strategies for cognitive (what to do) and metacognitive (how and why to do it).

As Harris & Graham (2013) explain, SRSD strengthens students’ abilities to plan, organize, and revise—key executive functions often underdeveloped in students with cognitive challenges. Research from the WRITE Center and others shows that SRSD consistently leads to substantial academic gains, with some studies reporting effect sizes over 1. for writing quality and completeness. For teachers, this means SRSD isn’t just about teaching writing—it’s about equipping students with the mental tools they need to think, learn, and succeed more independently.

Cognitive and Metacognitive Gains Harris & Graham (2013) This article discusses how SRSD helps students with cognitive challenges improve academic performance by strengthening their planning, organizing, and revising processes.

Why It Works WRITE Center (n.d.) SRSD is effective because it targets cognitive (thinking) and metacognitive (thinking about thinking) processes, making writing more manageable and purposeful for students struggling with organization and memory.

Final Thoughts

If you work with students with diverse learning needs, SRSD offers something rare: an evidence-based, classroom-tested way to teach writing that works for your population. It’s not a packaged curriculum. It’s a flexible, powerful instructional model that helps students become independent, confident writers—no matter their learning profile.

Self-Regulated Strategy Development (SRSD) is a well-researched instructional framework designed to enhance writing skills among students, particularly through inclusive learning approaches that accommodate diverse learning needs. By integrating explicit teaching of writing strategies with self-regulation techniques, SRSD empowers students to take control of their writing processes, leading to improved performance and confidence. The following open-access studies provide valuable insights into the effectiveness of SRSD across various student populations. ​SRSD Online

Whether in a general education classroom or a specialized support setting, SRSD gives you tools to make writing meaningful and accessible. And most importantly, it helps your students see themselves as real writers.

We’re here to help! Click here to schedule a free, no-obligation consultation with one of our SRSD specialists and explore how we can support your students with disabilities.

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Donna Kanipe—a literacy coach with firsthand experience implementing Self-Regulated Strategy Development (SRSD)— has “never seen children start writing independently on their own so fast,” even though she has used other popular writing frameworks. This blog explores what SRSD is, why it is needed in today’s educational landscape, and how it can help teachers and districts overcome the hurdles to effective writing instruction.

As many know, teaching children to write well is often daunting. Many educators feel underprepared to support their students’ writing development. Meanwhile, districts nationwide wrestle with budgets and time constraints, leaving the crucial writing skill all too often sidelined. In that environment, it is no surprise that many students finish grade after grade without the confident, fluid writing abilities they need to succeed. However, more schools are discovering a robust methodology called Self-Regulated Strategy Development (SRSD). This approach combines explicit instruction in writing strategies with metacognitive training, turning hesitant writers into capable authors who can plan, draft, and revise independently and enthusiastically.

The Challenges Facing Writing Instruction

Before we dive deeply into Self-Regulated Strategy Development, we need to understand the scope of the problem. At many schools, writing has become an afterthought. As Diane Kanipe observes from her visits as a literacy coach, “I go to these different districts, and they’re not writing.” When she discusses this observation with administrators, she hears that “nobody’s doing any writing. I don’t see anything in the hallway.” Meanwhile, “say they’re pulling something off Teachers Pay Teachers, but they don’t know if it’s even research-based. They’re just downloading something for 25 dollars.”

Part of the problem is a lack of training. Kanipe explains that many teachers are simply not prepared to teach writing in the classroom: “When I talk to teachers about writing, they’re just like, ‘Ugh.’ They don’t know how to tackle it. They think it’s some big monster in the room and they don’t know how to tackle it.” This feeling of overwhelm leads to minimal student writing activities or inconsistent use of scattered worksheets that do little to strengthen deeper thinking about writing.

According to Kanipe, there’s an underlying systemic issue: “They don’t really teach the child the strategies that they need to have to be independent.” Many educators have never received rigorous training in how to approach writing explicitly. Teacher preparation programs might offer only a single course in writing instruction—if that—leading to new teachers who have virtually no roadmap for navigating this complex subject.

Adding to these struggles are financial constraints. Budgets are tight, forcing districts to choose between large, expensive curricula and smaller interventions that might be more impactful but less well-known. Kanipe notes that some districts say “they don’t have the money” even when a proven, relatively affordable method like SRSD is under consideration. The result is a patchwork approach to writing instruction, with teachers piecing together strategies from free or low-cost resources without a cohesive framework that actually drives lasting improvement.

What Is SRSD?

Despite these challenges, an instructional model, Self-Regulated Strategy Development (SRSD), is gaining traction. SRSD is an evidence-based approach that equips students with robust strategies, metacognitive tools, and motivational techniques to become confident, self-directed writers. According to SRSD Online, it weaves explicit instruction in core writing tactics—like planning, drafting, and revising—together with deliberate training in self-regulation, goal-setting, and self-monitoring. In essence, teachers model their thinking aloud, encouraging students to internalize each step of the writing process and develop a sense of ownership over their work.

Drawing on her classroom experiences, Diane Kanipe describes SRSD as “a self-regulated strategy development that the teachers teach to the children so they have a strategy to use. It is visually supportive, and the lesson plans are all provided, allowing teachers to lead students methodically.” In her words, “Teachers go in and introduce the lesson; they use a mentor text as a model, and they do the backward mapping, which teaches the student what an author does to write a good paper, and then it walks the student through the step of building their own paper.”

This framework is not meant to supplant the existing curriculum. Kanipe emphasizes that SRSD “can overlay or go with any curriculum that you want,” making it a flexible system rather than a rigid, stand-alone program. It embraces the well-known stages of the writing process—prewriting, drafting, revising, editing, and publishing—but goes further by implementing helpful mnemonics and visual scaffolds. Although SRSD’s founder, Dr. Karen Harris, warns against relying solely on memorization, Kanipe argues that “mnemonic tools can be powerful for today’s students,” who often absorb information best through visual cues and repeated practice.

Why SRSD Is Needed: Rapid Results and Student Ownership

According to Kanipe, one of the most significant advantages of SRSD is the speed at which students begin writing independently. She has worked with students who initially could not compose more than a few sentences. After just a week or two of SRSD, many of these same students write more and demonstrate a structured, goal-oriented approach. Kanipe recounts an example from a third-grade classroom where students initially wrote just a few sentences. By creating visual box outlines to support their reasoning—“I drew three boxes, and I put one, two, three”—Kanipe showed them how to set up reasons and supporting explanations for an opinion piece.

Within a short span, she recalls, “Even the children that couldn’t write” could draw those boxes and explain how each part connected to the main idea. Suddenly, students who once disliked writing began to see that they could generate extended compositions. Kanipe describes one child who declared, “Writing sucks.” She told him: “I bet it does right now because you don’t understand it. I’m going to teach you how to write.” Very quickly, he was writing consistently and rethinking his perception of writing.

That sense of ownership is key. SRSD prompts students to set goals for themselves, talk through their process, and check their work. Instead of waiting for a teacher to correct or guide every step, students become agents of their own progress. “I never had a kid say, ‘I don’t like writing’ when I used SRSD,” says Kanipe, “even the boys.” The built-in strategies empower students to see themselves as capable authors, dismantling the anxiety that often accompanies writing.

Overcoming Common Obstacles

If SRSD is so effective, why isn’t it more common? Kanipe encounters one overarching hurdle: teachers and administrators often confuse SRSD with a typical “writing curriculum” and balk at layering yet another new program onto their current initiatives. Yet SRSD is not a one-size-fits-all curriculum but a set of strategies and resources that integrate with teachers’ already work. “It’s a strategy,” Kanipe explains, “not a curriculum. It’s an addition to what you have, and you can easily merge it with your existing materials.”

Another issue is the lack of awareness. Kanipe believes many educators “don’t understand what SRSD is” and thus do not investigate it further. She points out that teachers who become aware of the method often “don’t see it being implemented with fidelity” because they may lack guidance. Without an instructional coach or well-organized professional development, a teacher might download the mnemonic chart but never systematically apply the six stages of instruction.

Meanwhile, administrators also worry about the cost. Yet, in Kanipe’s words, the training and resources for SRSD are typically “very reasonable,” especially compared to purchasing an entirely new ELA curriculum. She notes that money is sometimes less of a barrier than it seems, but administrators often need clearer evidence and a compelling plan for implementation before they allocate funds or set aside staff time.

The Role of the Instructional Coach

One of the most potent aspects of SRSD is that it benefits from consistent coaching and support, which can enhance social-emotional learning alongside writing skills. Kanipe works as a literacy coach, a role she sees as vital to helping teachers implement SRSD confidently. “I am a voice,” she explains, “I can share my opinion and my concern that they need to start the writing. But it has to come from the top down. How you reach the admin, I don’t know… but I do know that they are the ones that decide.”

Despite these challenges, Kanipe remains convinced that “if [administrators] were aware of it, I think they would buy into it.” She believes that once administrators see the data and hear the success stories—from teachers, coaches, and, most importantly, students—they are more inclined to invest in SRSD. Indeed, one reason SRSD works so quickly is that coaches like Kanipe provide hands-on, real-time demonstrations of how to use each stage of instruction. When a teacher sees her colleague modeling a think-aloud or helping students break down a prompt, it becomes less of an abstract theory and more of a tangible classroom tool.

Instructional coaching also helps teachers navigate the six stages of SRSD: (1) developing background knowledge, (2) discussing the strategy, (3) modeling the strategy, (4) memorizing the steps, (5) supporting the students’ practice, and (6) enabling independent performance, all while promoting students’ cognition and understanding of writing strategies. Teachers often worry that they lack the time to follow each stage precisely. A supportive coach can break down these steps and show how once internalized, they save time in the long run because students begin writing more independently and productively.

Making SRSD Happen: A Possible Countywide Approach

Kanipe advocates that SRSD be introduced to schools on a broader scale—for instance, across an entire district or county. She explains, “I think the biggest return you would get would be to come at this from a county-wide perspective and be able to support a whole county and show that… use us as your research, maybe your data.” She suggests that SRSD could have an even greater impact by training multiple schools at once. Word-of-mouth from neighboring buildings can also help teachers and administrators see the benefits more quickly and clearly.

Of course, each school has its own independent leadership and budget. Kanipe admits, “Even though we are the ISD of the county, every school is an individual unit on their own.” Convincing multiple school boards and principals may be a lengthy process. However, the promise of improved writing performance—especially once test scores and classroom artifacts demonstrate measurable gains—could inspire more districts to join.

A short pilot is often all it takes for administrators to witness the rapid change in students’ writing. Kanipe tells of a first-grade classroom that adopted SRSD and quickly soared: “I went back a year later and watched their first-grade classroom take off, and it was like, ‘Oh my gosh, this is amazing.’”

Practical Advice for Implementation

Educators who want to see the benefits of SRSD can start with some practical steps:

1. Gain Administrator Support
   Kanipe notes that change typically needs to “come from the top down.” Share compelling data, success stories, and targeted plans for implementation with principals, instructional leaders, and superintendents.
2. Offer Professional Development
   Teachers need clear guidance and ongoing coaching. Consistent support, whether in-person training sessions or online modules, is the key to integrating SRSD techniques into everyday lessons.
3. Use Mentor Texts and Visual Aids
   Mentor texts allow teachers to show students real-world examples of effective writing. Visual tools—such as Kanipe’s boxes and arrows—help students grasp the structural aspects of paragraphs and essays.
4. Incorporate Self-Regulation and Self-Talk
   SRSD emphasizes more than writing strategies. It also teaches children how to set goals, monitor their own progress, and use positive self-talk, which builds independence and resilience.
5. Embrace Mnemonics Cautiously
   Mnemonics like TREE (Topic sentence, Reasons, Explanation, Ending) or POW (Pick an idea, Organize notes, Write and say more) are valuable memory aids. However, Dr. Karen Harris encourages educators to move beyond mere memorization so that students deeply internalize why these steps matter.
6. Adapt to Your Curriculum
   SRSD is not an off-the-shelf curriculum that replaces your existing materials. Rather, see it as a framework that can be woven seamlessly into what you already do. Doing so lessens teacher overwhelm and enriches current instruction without a complete overhaul.

A Brighter Future for Writing Instruction

Across the country, writing instruction faces many hurdles: insufficient teacher training, budget limitations, and lack of awareness all contribute to classrooms where writing gets only scattered attention. Yet Diane Kanipe’s experiences in rural Kentucky—where she saw reluctant, underprepared writers transform into engaged, capable communicators—illustrate how SRSD can reshape the path forward. By directly teaching strategies, embedding metacognitive practices, and reinforcing student ownership, SRSD proves that effective writing instruction need not remain a “big monster” in the eyes of educators or a daunting chore for students.

The best part? SRSD does not demand that teachers discard everything they are already doing. Instead, it “overlays or goes with any curriculum,” blending with existing resources and reinforcing them. Kanipe sums it up well by saying, “It’s definitely a strategy that supports all learning, and that’s what I like about it. No one gets left behind.” Amid tight timelines and test pressures, this flexible, proven, and student-centered approach offers renewed hope for teaching one of the most foundational academic skills: the ability to express oneself through writing.

Yes, implementing SRSD requires time, training, and administrative endorsement. But the payoff—students who independently structure their papers, regularly refine their own work, and genuinely enjoy the writing process—is well worth the effort. With a supportive coach, guidance from organizations like SRSD Online, and the willingness of teachers and administrators to embrace new methods, districts can begin to change the literacy landscape from the inside out. As Kanipe’s story confirms, even a single classroom adopting SRSD can spark a transformation that spreads across entire schools and, potentially, entire counties. By helping every educator become “a specialist” in writing instruction, SRSD lights a path to a brighter, bolder future for young writers everywhere.

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This blog is based on an eDWebinar featuring Dr. Michael Hebert, Professor and Associate Dean of Teacher Education, University of California, Irvine; Director of the UCI Writing Project

Writing is often viewed as a complex process that demands attention to multiple facets of language—vocabulary, grammar, mechanics, and organization—while requiring cognitive skills such as planning, revising, and self-regulation. But Dr. Hebert sees writing as far more than an essential academic skill or an end unto itself. Writing, in fact, actively promotes a student’s growth in reading and overall learning.

In a recent edWebinar sponsored by Voyager Sopris Learning, Dr. Hebert had the privilege of presenting on the topic of Using Writing as a Tool for Improving Reading and Learning. During that session, he connected with educators across the globe—teachers from New York City to Canada, Spain, Indiana, Nebraska, and beyond and shared key insights from his research and practical activities demonstrating the dual power of writing as both a skill to be mastered and an avenue to enhance reading comprehension.

What follows is an expanded discussion of the core ideas from that edWebinar detailing the strong connection between reading and writing, highlighting targeted classroom strategies, and emphasizing why explicit writing instruction is critical for students’ reading development. Whether you are a K–3 teacher or a high school instructor, the strategies here will help you encourage deep literacy learning through writing.

Why Writing Supports Reading

Dr. Hebert’s fascination with the synergy between reading and writing stems from his work on two reports supported by the Carnegie Corporation: Writing to Read (2010) and Informing Writing (2011). Those meta-analyses and subsequent research projects show the impact of writing on students’ reading proficiency. Some educators ask, “Why would writing boost reading comprehension and learning, especially if you already teach reading strategies in class?” The answer is multifaceted:

1. Common Knowledge Sources Reading and writing share similar underlying processes. Both draw on phonological awareness, vocabulary knowledge, text structure awareness, and an overall understanding of language conventions. For instance, if a student learns to encode (spell) a word accurately, that knowledge often helps them decode (read) that word more quickly.
2. Cognitive and Metacognitive Engagement Writing requires explicitness and self-reflection. When students write about the text—summaries, questions, analyses—they must logically clarify and connect the central ideas. That level of mental “organizing” simultaneously solidifies reading comprehension.
3. Permanent Product Writing creates a tangible record of a learner’s thinking, which can be revisited, critiqued, and refined. This process allows students to recall key concepts later and better grasp relationships among ideas presented in the text.
4. Communication Activity Both reading and writing revolve around communication. When students write about what they read, they internalize an author’s purpose and the strategies authors use to communicate with an audience. By walking in the author’s shoes, learners deepen their ability to interpret texts as readers and develop effective learning strategies.

Three Major Recommendations

Drawing on Dr. Hebert’s research and classroom observations, he consistently points to three main recommendations for integrating writing into reading instruction, highlighting the role of effective communication in enhancing student learning. These emerged from Writing to Read and have been supported by numerous additional studies:

1. Have Students Write About Text
2. Teach Writing Skills Explicitly
3. Encourage More Writing, More Often

Let’s explore each in detail.

1. Have Students Write About Text

One simplest yet most powerful way to bolster reading comprehension is to give students frequent opportunities to write about the texts they read. By translating a reading experience into written form—through notes, summaries, questions, or analytical responses—students grapple with the meaning on a deeper level.

Evidence from Meta-Analyses 

His meta-analysis found moderate-to-strong effects on reading comprehension when students wrote about the texts they read. The effect sizes often hovered between .27 and above .50 (and in a few subcategories, even higher). From this perspective, an effect size of .40 or .50 can be considered substantial progress for many learners.

Classroom Writing Activities 

There are several ways to structure writing about reading:

Summaries 

After reading a paragraph or a section of text, ask students to shrink it into a concise statement. Dr. Hebert often challenges them to summarize a paragraph in 10 words or fewer—a powerful exercise that compels them to pinpoint the core idea. For example, if students read a short article on the greenhouse effect, you might have them produce a one-sentence, 10-word summary that captures its essence.

Note-Taking 

Ask students to identify similarities and differences, key concepts, or main events as they read. For instance, if the text compares animal cells to plant cells, students can create two columns labeled “Similarities” and “Differences.” This approach helps them see how ideas connect and prompts them to re-check the text for relevant details.

Generating Questions 

Questions open the door to deeper thinking and personal engagement. Encourage learners to write questions about the text or topic. Younger students may ask literal questions (e.g., “When was the statue built?”), while older students might propose more interpretive or evaluative ones (e.g., “Why was the statue designed as a female figure?”). This personal involvement is an excellent way to promote active decision-making and curiosity.

Analysis and Interpretation 

Ask students to interpret themes, symbols, or messages through a short-written reflection for stories, poems, or more complex informational texts. For instance, sharing thoughts on a brief poem like “Puzzle” by Matt Goodfellow can help them translate an emotional or metaphorical response into carefully chosen words.

Each writing approach prompts students to synthesize, reorganize, or elaborate on the text’s content. Instead of passively reading, they become active participants who uncover meaningful connections and analyze the author’s ideas.

2. Teach Writing Skills Explicitly

Writing about text is highly beneficial, but many students struggle to reap those benefits if they lack core writing skills, often among striving readers, English learners, or students with disabilities. They want to translate their ideas onto paper, but their spelling, sentence construction, or handwriting slows them down or undermines the clarity of their written expression.

Shared Underpinnings of Reading and Writing 

Research shows that teaching writing skills—like spelling, sentence combining, and text structure—can improve reading outcomes. Consider spelling: strong spellers demonstrate a heightened awareness of letter-sound patterns. If you can accurately spell a word, you can usually read that word with greater ease. The same principle applies to sentence writing—students who learn to construct more complex sentences better comprehend sophisticated sentence structures in texts.

Practical Skills Instruction

The noodles were long. The noodles were skinny. The noodles fell on the floor. The noodles cracked into pieces. The dinner was ruined. Students merge these ideas into one or two sentences that capture all the content but in a more sophisticated way. They learn about conjunctions, subordinate clauses, and compound predicates. Over time, practicing sentence combining improves writing and reading fluency because students gain familiarity with more complex syntax.

Spelling instruction should expand beyond simple memorization. Dr. Hebert encourages teachers to focus on morphemes—the most minor meaningful units in language—such as prefixes, suffixes, and roots. For instance, compare how the suffix -ible appears in “incredible,” “eligible,” and “edible,” while the suffix -able shows up in “dependable,” “expandable,” and “affordable.” Although they sound alike when read aloud, the base or root of each word dictates spelling.

When students learn to sort words by root and suffix, they see the logic of language. This knowledge also reinforces decoding skills, especially with more extended, multi-syllabic words common in upper elementary texts and beyond.

In expository or informational writing, structures like description, compare/contrast, cause/effect, sequence, or problem-solving provide mental frameworks for organizing thoughts. Teaching these explicitly—through graphic organizers, sample texts, and targeted practice—helps students become better writers and more astute readers who recognize how authors build their arguments or sequence information.

These explicit writing techniques and skills should not be left to chance. When teachers actively instruct students in grammar, spelling, organizing paragraphs, or using text structures, those students develop the capacity to write more confidently and glean more from what they read.

3. Encourage More Writing, More Often

Students who write frequently become more proficient in reading comprehension, even when the writing is not strictly about their reading assignment. Writing itself—setting goals, refining ideas, and producing text—enhances the way students read.

Research Findings 

Several studies demonstrate that a “writer’s workshop” approach can offer unexpected dividends in reading. In one study, classes dedicated to writing instruction over a multi-week period outperformed those committed to reading instruction alone on reading tests. It appears that immersing students in the activity of authors—where they consider purpose, audience, and text structure—strengthens their sense of how reading material is created and organized.

That said, it is essential to ensure a balance. Students still need explicit reading instruction, guided practice in reading comprehension strategies, and targeted phonics or phonemic awareness instruction if they struggle with word reading. More consistent practice with writing—crafting arguments, journaling, reflecting on science experiments, or analyzing historical documents—will amplify their reading achievement.

Differentiation and Scaffolding

Every classroom is a tapestry of learners. Some students arrive with strong writing skills, others with reading skills, and others are beginning in both areas. Differentiate your writing-to-read instruction using scaffolds that support students at each level:

Early Elementary

• Phonics Integration

When you teach letter-sound correspondences, have students write the letters as you articulate the sounds. Then, blend the sounds to form short words. This synergy cements early decoding and encoding skills.

• Sentence Frames

For K–1 students, use sentence frames (e.g., “I predict ___ because ___”) to promote structured writing about reading.

Upper Elementary

• Guided Note-Taking

Provide graphic organizers for compare/contrast or cause/effect reading passages. Have students work in pairs to fill in the notes, then transform those notes into a concise summary.

• Sentence Combining with Vocabulary

Introduce new vocabulary by embedding it in short, choppy sentences that students combine. This approach supports grammar practice, vocabulary expansion, and reading comprehension.

Secondary Students

• Analytical Essays

Require text-based evidence in their written responses. Students must revisit the text, evaluate the author’s claims, and integrate quotes or data to build coherent arguments.

• Student-Led Discussion

Have students generate written questions in advance, share them in small groups, and respond in writing. This rotation ensures deeper engagement with the reading material.

Regardless of grade level, consider small-group or one-on-one sessions for students who need additional help. Show them how to break down tasks and supply targeted feedback to encourage growth. More input and individualized support often spell the difference between cursory writing assignments and genuine academic gains.

Caution: Writing Alone Isn’t Enough

Although writing activities powerfully advance reading development, writing alone does not replace comprehensive reading instruction. Students must still learn to decode words, engage in read-alouds, and practice reading comprehension strategies (e.g., question generation, summarizing). Dr. Hebert has observed classrooms where writing is heavily assigned but not explicitly taught or guided. Merely assigning writing is not the same as teaching writing.

Additionally, teachers should introduce relevant background knowledge before expecting students to write about a subject. For example, a student with limited knowledge of earth science may produce inaccuracies if asked to explain why some days are longer than others. Provide informational text, visual aids, or a brief topic discussion first. Then, encourage writing so students can organize and deepen that fresh knowledge base.

Working With Struggling Readers and Writers

Students who struggle with writing—especially those with dyslexia or other learning differences—can see significant benefits when writing instruction is closely tied to structured reading support. For instance, we often have those learners practice handwriting, spelling, and sentence skills with their phonics-based reading program.

• Explicit Handwriting Practice: Some younger students need direct help forming letters quickly and legibly so that handwriting does not impede their written expression.
• Spelling Patterns: Integrate morphological awareness. If students can break down “predictable” into pre- + dict + -able, they gain a foothold in both spelling and reading.

In short, ensure that writing does not become a further barrier. Make it a scaffolded, systematic experience with multiple opportunities for success and growth.

Technology Considerations: Handwriting vs. Typing

An often-asked question is whether to have students type rather than handwrite notes or assignments. Dr. Hebert’s team at UC Irvine has been researching the differences between handwriting, keyboarding, and speech-to-text dictation and find that each tool has pros and cons:

• Handwriting can be quicker for some students—especially in early elementary—when they have practiced letter formation. It also allows for annotations, arrows, and the freedom to write in margins or rework spatial organization on the page.
• Typing becomes advantageous once students develop adequate fluency at the keyboard. Digital text can be rearranged easily, while collaboration tools (e.g., shared documents) enable peer feedback and teacher support in real time.
• Speech-to-Text might support students with significant spelling or motor difficulties. However, it requires planning and revision skills since dictated text often includes misheard words or incorrect punctuation.

Rather than forcing a single approach, they recommend guiding students to build proficiency in each. For daily class activities—like note-taking, short reflections, or brainstorming—choose the mode that promotes the greatest ease and cognitive engagement. Teach them the practical use of each tool so over time, they become flexible, strategic writers who adapt according to purpose and context.

Practical Examples to Get Started

Below are some suggestions for integrating writing into your day-to-day lessons:

1. K–2 Literacy Block
   1. After a short read-aloud, ask students to illustrate their favorite part, then write one sentence explaining why they liked it. Over time, increase the volume of writing to two or three sentences.
   2. During phonics instruction, use a “Say-Spell-Say” approach for high-frequency words and then have them practice writing those words on individual whiteboards.
2. 3–5 Content-Area Instruction
   1. Ask students to keep a science journal. After reading a short article or engaging in an experiment, they write predictions, record observations, and reflect on the results.
   2. Teach them to combine short, choppy sentences that you’ve pre-written about social studies topics (e.g., local history, historical figures). Then have students generate their own sentences on a similar topic using newly learned vocabulary.
3. 6–12 ELA and Social Studies
   1. Provide a set of open-ended questions on a literary text or historical source. Have students write a paragraph response to at least one question, citing evidence from the reading. Then, in small groups, they exchange responses and offer peer feedback.
   2. Introduce summary vs. analysis. Students first summarize a chapter with no personal input, then in a new paragraph, analyze or critique the author’s viewpoint. Splitting these tasks clarifies the difference between retelling and interpretation.

Resources and Additional Reading:

• Writing to Read – Carnegie Corporation Report (2010)
• Informing Writing – Carnegie Corporation Report (2011), covering the benefits of formative assessment
• Best Practices in Writing Instruction (3rd Edition) – A comprehensive resource with chapters on writing processes, instructional frameworks, and strategies
• The Reading Teacher – Look for articles co-authored by Michael Hebert on combining reading and writing instruction, text structure strategies, and sentence-level interventions

If you’re curious about structured, research-based reading and writing programs:

• Step Up to Writing from Voyager Sopris Learning offers a wide range of multi-sensory strategies that develop your students’ abilities to produce thoughtful, well-crafted compositions.
• Voyager Passport integrates the five core components of reading—phonemic awareness, phonics, fluency, vocabulary, and comprehension—while strategically including writing in response to reading. You can find more details at voyagersopris.com.

Next Steps

Dr. Hebert suggests taking some small but deliberate steps:

1. Start With One Strategy: If you teach elementary school, try 10-word summaries. If you teach secondary students, assign them to write discussion questions and answer or debate them in class.
2. Model and Guide: Demonstrate your thinking as you write a summary or take notes. Show them how you select key ideas and arrange them.
3. Differentiate: Adjust for student needs by giving sentence frames, prompting the use of graphic organizers, or modifying the complexity of texts.
4. Offer Feedback: The improvement in writing—and reading—comes when students have frequent practice and consistent feedback. Praise successes but also show them constructive next steps.
5. Integrate Across Content: Let writing be a daily feature in science, social studies, math, and elective courses. The more students practice purposeful writing, the more they solidify reading comprehension skills.

As teachers, you facilitate these connections. By showing students how to harness writing to explore, clarify, and remember key concepts, you empower them to write more effectively and read with greater insight. Ultimately, writing instruction is not an “extra” but integral to the literacy experience.

In Closing

Teaching writing with reading might initially feel like an additional task, but it streamlines literacy development. Through explicit skill-building, purposeful writing about texts, and consistent practice, we strengthen our students’ command of language. These strategies can help them become confident readers who see texts as springboards for thinking, discussing, and reflecting.

About Michael Hebert

Dr. Michael Hebert is a professor and associate dean of teacher education at the University of California, Irvine School of Education. He also directs the UCI Writing Project. His primary research interests include writing instruction, writing assessment, the development of writing interventions, and the reciprocal impacts of writing on reading, with a particular focus on students at risk for disabilities. He is co-author of the influential Carnegie Corporation reports Writing to Read and Informing Writing and serves on the Journal of Educational Psychology editorial board. Feel free to reach out regarding potential doctoral work or collaboration on literacy projects.

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Understanding the SRSD Framework

Educators across the globe share a common hurdle: guiding students to become confident, capable writers. Writing instruction and composition frequently get overshadowed by reading curricula, tested content areas, and the day-to-day responsibilities of a busy classroom. School leaders, instructional coaches, and curriculum directors often find themselves fielding the same questions: “How do we build a cohesive writing approach across grade levels? How can we effectively train staff without overwhelming them? And how do we make sure any new initiative survives teacher turnover or limited PD time?”

This blog post addresses many of those recurring questions about structured writing instruction. You’ll discover how an evidence-based framework—Self-Regulated Strategy Development (SRSD)—offers practical, sustainable solutions. While there are multiple SRSD providers, we’ll focus on how SRSD Online’s methods and professional development model can solve the key problems that administrators and teacher leaders frequently raise.

Whether you oversee a small rural district, run PD for a cluster of schools, lead a team in an extensive urban system, or support teachers at an international institution, the same core issues apply. Below, we spotlight these significant concerns and show how SRSD Online’s approach helps administrators and teachers tackle them head-on.

1. “We Need a Consistent Writing Framework—But Our Curriculum Is Already Set.”

Many schools already have reading or literacy programs they’re comfortable with—yet they lack a systematic way to teach writing. Administrators repeatedly mention that the existing ELA series might provide prompts or minimal writing practice, but not a cohesive, research-based approach. Educators say:

• “Our reading curriculum is great, but we don’t have a structured plan for writing.”
• “Teachers are pulling resources from everywhere—there’s no consistency.”

How SRSD Online Helps

1. Strategy-Based, Not Program-Based: SRSD is fundamentally about explicit strategies students internalize to plan, organize, draft, and revise writing. Because of its flexible structure, SRSD can overlay existing curricula rather than replace them.
2. Alignment with Existing Materials: SRSD Online offers crosswalks, adaptable lessons, and professional coaching that help teachers seamlessly blend strategy instruction into the stories, texts, or reading units they already use.
3. Scaffolded Approach: The scaffolding inherent in SRSD ensures that even if your school uses different reading series across grade levels, you’ll still maintain a unified writing process that students recognize.

2. “Our Teachers Feel Overwhelmed. Will This Add to Their Workload?”

The fear of adding “one more thing” consistently surfaces when new PD initiatives occur. Administrators worry that by juggling multiple responsibilities, teachers might resist adopting a new writing strategy.

How SRSD Online Helps

1. Gradual Rollout Options: SRSD Online commonly recommends a two-year plan. Teachers introduce one or two strategies the first year, building comfort and success incrementally. By year two, they deepen practice and address more complex writing genres.
2. Asynchronous + Live Support: The program incorporates self-paced online modules—teachers can view short videos or reference digital resources conveniently. Live Zoom sessions or on-site coaching provide additional clarity but don’t monopolize PD days.
3. Streamlined Lesson Templates: Because SRSD is built on explicit, replicable writing routines, teachers quickly learn how to adapt it for daily lessons. Once they internalize a strategy (for example, how to plan a persuasive essay), they can replicate it without constant reinvention.

In short, SRSD Online positions itself as a supporting framework rather than an extra “to-do.” Educators who initially feared an increased burden often find they save time in the long run because they have consistent, go-to methods for teaching writing.

3. “How Do We Sustain the Momentum with Teacher Turnover?”

Teacher turnover and staff changes can derail any promising new approach if the knowledge leaves with key participants. Districts frequently worry that any investment in professional development might be lost when teachers transition.

How SRSD Online Helps

1. Train-the-Trainer Model: SRSD Online often encourages a “facilitator track” for instructional coaches or teacher-leaders. These individuals receive more profound training, ongoing mentorship, and the tools to onboard new staff in subsequent years.
2. Lifetime Course Access: Once a teacher is enrolled in SRSD Online’s course, they retain lifetime access to modules, videos, templates, and other resources. That means even if half the staff turns over, any new teacher can get up to speed quickly.
3. Self-Regulated Emphasis: Since SRSD teaches students how to use writing strategies independently, staff turnover doesn’t stop the momentum if the core approach is embedded in daily practice. Experienced students become “carriers” of the approach, showing new classmates or teachers how the strategies work.

4. “Will SRSD Writing Strategies Work with Younger Grades, High School, or Special Populations?”

A typical question is whether a single approach can truly meet the needs of widely varied groups. Kindergarten teachers wonder how to handle emergent writing. High school teachers worry about older students who are far behind. Special education staff need specialized scaffolds.

How SRSD Online Helps

1. Adaptable Levels: SRSD isn’t restricted to a single grade range. The approach is used from early primary (where it might focus on drawing and labeling or short sentences) through secondary levels (where sophisticated essay structures are introduced).
2. Differentiation Built In: Because SRSD heavily emphasizes metacognitive strategies and self-regulation, teachers can differentiate the level of support—more modeling and teacher-led practice for struggling writers and more independence for advanced writers.
3. Focus on Executive Functioning: For older students or those with special needs, explicit strategies like POW (Pick ideas, Organize notes, Write and say more) or TREE (Topic sentence, Reasons, Explanation, Examine) help them systematically approach writing tasks, bridging persistent skill gaps.

Whether you teach 8-year-olds just learning paragraph structure or 17-year-olds preparing for college essays, the core SRSD principles remain the same.

5. “How Much Professional Development Time Do We Need?”

Time is always short. Districts might only have one or two PD days available each semester or rely on after-school sessions. Principals say:

• “We don’t have the staff or budget to do endless training.”
• “Could we integrate training into staff meetings instead?”

How SRSD Online Helps

1. Flexible PD Formats: SRSD Online provides multiple pathways, such as short PD modules that can be viewed independently, scheduled full or half-day workshops (either in-person or virtual), and follow-up Q&A sessions. This allows each school or district to choose what works best for their calendar.
2. Mentorship Over Time:  SRSD Online encourages distributing training throughout the school year rather than a single workshop. Teachers learn a strategy, try it in class, and return for feedback or coaching. This approach results in a deeper, more lasting uptake of the strategy.
3. Micro-Trainings for Key Staff: If your budget only covers minimal PD, consider focusing intensively on a small group of teacher-leaders who can cascade the learning to others. Teachers trust colleagues who have used the strategies in their classrooms.

6. “We Need Data and Accountability. How Do We Monitor Progress?”

Curriculum directors and instructional coaches frequently want to measure test scores and day-to-day growth in writing proficiency. They might ask:

• “What kinds of data can we collect that show SRSD’s impact?”
• “How do we track growth across multiple classrooms or grade levels?”

How SRSD Online Helps

1. Formative Writing Assessments: Teachers learn to administer short, timed writing prompts at various intervals (e.g., beginning, mid-year, end). They can score them against a common rubric or measure text length, clarity, or structure improvements.
2. Student Self-Reflection: Since self-regulation is a core SRSD pillar, students regularly reflect on their writing goals, effort, and progress. This not only yields qualitative data but also fosters deeper buy-in from learners.
3. Aggregate Data for District Review: Instructional coaches can easily gather writing samples from participating classes and data from our easy-to-use data tracker app that tracks changes over time and presents the data to administrators or boards. SRSD Online’s resources often outline how to structure these data collections.

7. “How Does This Model Address Different Subject Areas?”

Writing isn’t confined to ELA. Many administrators note that social studies, science, or math teachers resist writing tasks because they don’t see it as part of their content area. Yet cross-curricular writing, which can harness creativity across subjects, is more critical than ever.

How SRSD Online Helps

1. Flexible Strategy Use: SRSD can be adapted to short answers in math, lab reports in science, or evidence-based essays in social studies. Students can use the same organizational strategies with subject-specific prompts.
2. Teacher Collaboration: The approach encourages cross-department conversations about writing expectations. When science and ELA teachers use the same fundamental approach for planning and drafting, students transfer skills more quickly.
3. Vertical Alignment: District-level administrators typically aim for elementary through high school continuity. A well-structured SRSD rollout ensures that, for instance, a 5th-grade narrative strategy can evolve into a 9th-grade argument essay approach with consistent terminology.

8. “Our Teachers Are at Different Familiarity Levels with Writing Instruction. How Do We Start?”

A universal scenario: a few teachers have used some writing strategies or “heard about” specific acronyms, while others have never taught writing explicitly. So administrators ask how to unify a staff with mixed experiences.

How SRSD Online Helps

1. Baseline Orientation: SRSD Online’s initial PD modules cover fundamental principles—why strategy-based writing matters, the key stages, and how to model effectively. So, everyone begins with the same grounding.
2. Choice of Focus Strategy: If you have brand new teachers, they might start with a single approach (like TIDE or POW) for a simpler text type. More experienced teachers might jump straight to advanced strategies for essay writing.
3. Mentorship Access: The built-in mentorship for instructional leaders ensures that if certain teachers need more hand-holding, local experts can guide them—rather than expecting each teacher to figure it out alone.

9. “How Long Before We See Results?”

Because administrators must often report improvements to boards or parent communities, it’s natural to ask for a timeline of visible impact. Writing development can be slow, but structured approaches often yield quicker improvements than scattershot efforts.

How SRSD Online Helps

1. Early Wins: Many educators notice an immediate shift in students’ writing willingness. For instance, reluctant writers produce more content once they learn a clear plan.
2. First-Year Gains: Teachers commonly report improved writing fluency, organization, and clarity within the first semester. Some see test score improvements by the first year as teachers refine the approach.
3. Long-Term Culture Shift: The biggest payoff occurs once a cohort of students has used SRSD for multiple years, effectively building a school-wide writing culture. If your district invests for the long haul, the incremental yearly gains compound into significant, measurable growth.

10. “How Do We Involve Coaches and Administrators in This Process?”

Instructional coaches and principals are pivotal in ensuring teachers get the ongoing support they need. Administrators frequently ask how to coordinate, mainly if they have limited in-house literacy expertise or no dedicated writing coach.

How SRSD Online Helps

1. Coach-Focused Training: SRSD Online’s train-the-trainer or facilitator model devotes extra attention to coaches or teacher-leaders. They learn the nuance of each strategy and technique to demo lessons, observe classes, and give feedback.
2. Leadership Resources: Principals or assistant principals can join overview sessions, read or watch short modules explaining the big-picture rationale, and learn how to do informal classroom walkthroughs.
3. Administrative Tools: The program supplies checklists, or rubrics administrators can use to see if strategies are applied consistently. That clarity removes the guesswork about how “fidelity” to the model looks in practice.

Putting It All Together: Crafting a Sustainable Writing Culture

For many districts or schools, implementing an evidence-based writing method is part of a broader push to raise literacy, close achievement gaps, and strengthen teacher capacity. Yet the diverse contexts described above show that each school’s path might look different:

• Some start with a small pilot—maybe a handful of teachers or one department—and then expand if they see encouraging results.
• Others prefer a multi-year plan that covers entire grade spans, ensuring vertical alignment from early grades to middle or high school.
• Still, others incorporate SRSD into existing frameworks for teacher training, reading programs, or special education interventions.

What unifies all these approaches is a commitment to consistent strategies and robust professional support. SRSD Online, in particular, champions a model that merges self-paced online learning, synchronous coaching, and a strong emphasis on ongoing mentorship or “office hours.” This structure addresses many real-world constraints—teacher turnover, limited PD days, or the need for flexible pacing.

Where to Begin?

If you see parallels between your school’s challenges and the questions highlighted in this post, here are the next steps you might consider:

1. Gather Your Stakeholders: Identify key players—principals, instructional coaches, lead teachers—who can champion a structured writing approach.
2. Assess Your PD Calendar: Look at upcoming in-service days, staff meetings, or extended planning blocks to determine where SRSD training might fit.
3. Request Demonstrations or Pilot: Often, a short demo or pilot with volunteer teachers can showcase the immediate difference explicit writing instruction makes.
4. Plan for Sustained Support: Decide how you’ll maintain momentum. Will you train a few coaches intensively? Will you do multi-year contracts for ongoing mentorship?

Most importantly, talk openly with your teachers: Are they struggling to coax more than a few sentences out of reluctant writers? Is there confusion about how to structure different essay types? Are advanced writers bored with formulaic tasks? SRSD can address these pain points by empowering all students to become thoughtful, purposeful writers. But success hinges on robust professional development and leadership follow-through.

Final Thoughts

Writing proficiency is crucial in shaping students’ academic success and long-term opportunities. A well-structured, research-backed approach like SRSD provides a unifying framework that can bring consistency to classrooms, grade levels, and districts. For teachers, the impact is just as profound—watching students who once dreaded writing become confident, engaged thinkers transform student outcomes and instructional enthusiasm. When students learn to approach writing systematically, they gain the tools to express their ideas clearly and purposefully.

The challenges are undeniable—limited time, budget constraints, and the complexity of literacy instruction can make it difficult to implement lasting change. However, these obstacles highlight the need for a proven, structured writing approach. SRSD Online integrates strategic scaffolding, mentorship, and alignment with existing curricula to move beyond disconnected worksheets and occasional lessons. Instead, it builds a culture where every student learns to think, plan, draft, and revise confidently, regardless of skill level. If this approach aligns with your school’s needs, consider taking the first step: explore a potential pilot, start a conversation with your team, and see firsthand how an evidence-based writing model can transform instruction. The moment teachers see their students light up with newfound writing confidence, it becomes clear—that structured, strategic instruction is an investment that pays off.

Building a Strong Foundation for Young Writers

Self-Regulated Strategy Development (SRSD) is a validated instructional framework that combines explicit writing strategies, self-regulation tools, and a gradual release to independence. Although the SRSD philosophy remains constant from kindergarten through high school, its implementation in the K–1 classroom is distinct. Many children in these early grades still learn letter formation, so the focus shifts toward oral language, drawings, labels, and teacher-led modeling to introduce writing structure. This approach is a central pillar of early education and is a key element of an effective Kindergarten and first-grade curriculum that supports young writers from the beginning.

This blog explores how SRSD in grades K–1 establishes the groundwork for stronger writing skills in the future. It explains how strategies like TREE—and their adaptations for informative and narrative writing—can be introduced in a child-friendly manner using proven early learner writing techniques.

Why K–1 SRSD Differs from SRSD in Grades 2–12

1. Developmental Readiness and Literacy Skills

In K–1, the range of student abilities is wide, and incorporating mentor texts can provide valuable examples for students to emulate. Some children already can form letters and simple words, while others rely primarily on drawing and dictation. SRSD in these grades emphasizes multimodal representation (words, pictures, labels, and oral language) to ensure that every child within a K–1 framework grasps the core concepts behind organizing and communicating ideas.

• Early Genre Awareness

In these grades, students begin to understand that writing serves different purposes—telling a story, sharing facts, or expressing an opinion. In higher grades, explicit strategies (e.g., TREE, TIDE, POW) are introduced and applied independently. In K–1, these mnemonics are broken down into their simplest elements, focusing on a topic and a reason, with additional components introduced gradually. Embedding these K–1 writing strategies into the curriculum creates a robust foundation for later success.

• Heavy Scaffolding and Visual Supports 

Teachers in the early grades employ graphic organizers, color coding, picture cues, and frequent think-alouds to guide young learners. This scaffolding is essential in helping children understand how ideas connect, even when they are not yet fluent writers. Such support is vital in any early education curriculum that aims to reach students at all levels.

     4. Orchestrated Self-Regulation

SRSD emphasizes enjoyable and supportive ways to discuss positive self-talk and goal setting. Rather than introducing the concept of “metacognition,” the focus is on providing simple tools that encourage students to persevere through frustration, celebrate small successes, and build self-confidence. This focus on self-regulation is a critical element of modern educational practices in the K-1 classroom.

The Six Stages of SRSD in the K–1 Classroom

SRSD is introduced in six stages:

1. Develop Background Knowledge
2. Discuss It
3. Model It
4. Memorize It
5. Support It
6. Independent Performance

These stages may overlap or be revisited several times. Teachers return to earlier stages as students become more comfortable with each component of the writing process. The following sections provide a detailed look at each stage, including what it involves, how to scaffold it, and practical tips for ensuring young learners succeed within a well-planned curriculum.

Stage 1: Develop Background Knowledge

What Happens Here

1. Introduce the Genre

Teachers indicate which type of writing will be explored: opinion, informative, or narrative. For opinion writing, everyday examples (e.g., “I love pizza because it’s cheesy!”) illustrate the difference between opinions and facts.

2. Set Realistic Goals for the Class

Teachers identify appropriate goals for most of the class that they want to accomplish by the end of the year. For example, students may be expected to produce a simple “topic + reason” piece, potentially including a short ending.

3. Baseline Samples

Teachers collect an early “writing” sample—often combining dictation, drawings, and a few letters or words. For instance, a prompt such as “What do you like better, fruits or vegetables?” might include a simple image for students to circle or draw and then explain their choice.

4. Establish Key Terms

When teaching opinion writing, teachers differentiate factual statements (“The sky is blue.”) from opinions (“Blue is the best color!”) and invite students to share personal examples.

Why It Matters

Young learners require explicit, meaningful context for why they are learning to express opinions, share information, or tell stories. By setting realistic goals and gathering baseline samples, teachers anchor instruction in what children already know and can do—a strategy that works well within a comprehensive K–1 curriculum.

Stage 2: Discuss It

What Happens Here

1. Introduce the Strategy’s Parts

For narrative or informative writing, a different mnemonic is adapted accordingly. For opinion writing, teachers may begin with TREE:

1. Topic (What’s my opinion?)
2. Reason (Why do I think this?)
3. Explanation (Add more detail)
4. Ending (Wrap it up)

2. Backward Mapping with Mentor Texts

Teachers present a short, simple piece that includes the key parts of the genre. They may use color-coding or sticky notes to label the topic, reason, explanation, and conclusion. Mentor texts—short, exemplary pieces—help clarify and reinforce the components students need to include.

For example, if the exemplar title is “Cookies are the best treat,” teachers highlight how the writer states an opinion, provides a reason, and concludes with a final statement.

3. Repairing a Weak Model

A piece deliberately missing parts is presented, and students act as “detectives” to identify what is absent. This exercise demonstrates improving a piece (e.g., “We need a reason here! Why are cookies the best?”).

4. Use Peer Discussions and Visuals

Students are paired to discuss each part, and teachers provide engaging worksheets or digital slides with images that prompt students to identify missing elements like the topic, reason, etc.

Why It Matters

By dissecting simple writing samples and mentor texts, students understand precisely what makes an opinion, informative, or narrative piece complete. They begin to connect the rationale behind each step (e.g., “A reason explains why my opinion matters!”).

Stage 3: Model It

Stage 3 is presented in two phases:

Part 1: Teacher-Led Modeling

What Happens Here

1. Think-Aloud Demonstration

The teacher assumes the writer’s role, narrating every move: “I need a topic. Let’s think… My opinion is that dogs are great pets. I can do this!” The teacher writes or draws on the board, showing each strategy step.

2. Make a Plan with a Graphic Organizer

Using TREE as an example, the teacher demonstrates how to jot down simple notes or sketches for each part (topic, reason, explanation, ending). Short notes are emphasized: “I wrote ‘dogs’ as my topic and included a quick picture of a dog as my reason.”

3. Demonstrate Problem-Solving and Self-Talk

In moments of difficulty, the teacher models self-talk: “I am not sure how to explain my reason… Let me think. Dogs can chase balls and run around. Yes, that is a good explanation!” Teachers also model perseverance with positive self-talk: “I know I can do this if I keep trying!”

4. Quick Draft and Share

The teacher converts the plan into short sentences or labeled pictures, such as “Dogs are the best pets. They can run around with me. That is why they are the best.”

Why It Matters

Young learners often do not realize that writing involves planning, problem-solving, and revision. Observing a teacher work through each step in real-time makes the process transparent. Students learn that encountering difficulties is normal and that strategies like these facilitate progress—an essential insight for effective early education.

Part 2: Collaborative Modeling

What Happens Here

In this phase, the teacher shifts from a complete demonstration to a shared writing experience, guiding students as they actively participate. The process mirrors Part 1, but this time, students contribute ideas, make decisions, and engage in discussion. The teacher introduces a prompt—such as “Where should we go for a field trip?”—and encourages students to suggest a topic, reasons, and explanations while recording their responses on a graphic organizer. Students help shape sentences, add labeled drawings, and refine ideas as the piece develops.

The teacher continues to model self-talk, praising students with confidence and perseverance. Students review the final composition as a group to reinforce learning, ensuring all parts are included and labeled. This collaborative process deepens understanding by allowing students to practice decision-making and problem-solving in a supportive environment before moving on to independent writing.

Why It Matters

Collaborative modeling allows the teacher to maintain guidance while actively engaging students in the planning and writing process. This method supports the development of ownership over the SRSD strategy steps, which prepares students for more independent tasks in the future.

Stage 4: Memorize It

What Happens Here

1. Check Strategy Recall

Teachers pause to ensure that students recall the mnemonic parts. In K–1, this often occurs through oral recitation or interactive activities. For example, the teacher says, “T!” and students respond, “Topic!”

2. Brief, Repetitive Practice

Short games are introduced, such as flashcards featuring the letters T, R, E, E (for opinion writing), a matching activity such as “Which part means I share my opinion?” where students identify the topic, etc.

3. Focus on What They Have Learned

Teachers concentrate on the specific parts that students are expected to produce. If the emphasis remains on topic + reason, the teacher keeps the focus on those elements.

4. Use a Tracking Chart

A tracking chart can record which students remember the complete mnemonic and which parts require additional practice.

Why It Matters

Ensuring that the mnemonic (TREE, W-W-W, TIDE, etc.) is familiar and automatically reduces cognitive load is crucial for implementing effective K-1 writing strategies. Students can then devote more energy to the content of their writing rather than trying to decode what each letter signifies, which is essential to a strong K–1 writing strategy.

Stage 5: Support It

What Happens Here

1. Gradual Release to Small Groups or Partners

Students practice writing, labeling, or drawing, with the teacher taking on more of a coaching role. Some students work in pairs to create short pieces using the mnemonic, while others complete collaborative tasks as they build confidence.

2. Teacher Circulates and Confers

The teacher works with small groups or individual students, encouraging the use of the strategy while providing targeted prompts when needed: “Review your plan—did you include a reason?”, “Let’s revisit the self-talk examples. How can you solve this problem?”

3. Targeted Differentiation

For students primarily dictating responses, the teacher records the ideas while having students point to the corresponding parts on a simple organizer. For students capable of writing short words, the teacher encourages more independence.

4. Set Goals and Provide Feedback

Each student is guided to set one or two personal goals for the next session (such as adding an ending sentence or including two examples for their reason). The teacher celebrates each step forward with sticker charts, color-coded checklists, or verbal praise.

Why It Matters

Stage 5 may extend over multiple sessions in K–1. During this stage, students build confidence, refine their understanding of the strategy, and receive scaffolded practice to ensure they are not overwhelmed. This bridge between heavy teacher modeling and independent writing is crucial for mastery and an essential component of effective early education curriculum design.

Stage 6: Independent Performance

What Happens Here

1. Complete Independence, as Appropriate

Once students have demonstrated readiness, the teacher gradually removes extra support. A prompt is presented, and students work independently (or near independently) to plan, write, draw, and finalize their ideas.

It is acknowledged that not every K–1 class will reach complete independence; many students may remain at Stage 5 by year’s end, which is acceptable because meeting students where they are is the priority.

2. Check for All Parts Without Teacher Reminders

During or after writing, teachers ask students to mark each component on a blank organizer: “Have you included your opinion? What about your reason? Please show where they are.”

3. Discuss Transfer

Teachers encourage students to discuss other contexts where they can share their opinions or facts. For instance, “Could you tell your parents why you prefer one activity? How about writing a note to the principal?”

4. Self-Reflection and Celebrations

Students can reflect on their progress from early baseline samples to current work. They share their success stories, stating, for example, “I can write a topic with two reasons!” or “I used positive self-talk when I got stuck!”

Why It Matters

Stage 6 emphasizes the ultimate goal: students independently use an SRSD strategy to organize and express their writing. Even if complete independence is not reached by the end of first grade, students develop a solid understanding of how writing functions and gain the confidence needed for continued progress. This stage reflects the natural progression of effective K–1 writing strategies embedded in the curriculum.

Bringing It All Together

SRSD in kindergarten and first grade provides a highly supportive and developmentally appropriate pathway into structured writing. Rather than immediately tackling entire paragraphs, K–1 SRSD breaks the process into child-friendly, incremental steps incorporating oral discussions, drawing, labeling, and dictation. Over time, students become comfortable planning, providing reasons, and concluding their ideas, preparing them for more complex writing tasks in later grades. This method ensures that every element of early education is addressed, making the transition to subsequent grade levels smooth and effective.

Quick Tips for Success

1. Model, Model, Model
   1. In a K–1 classroom, repeated teacher demonstrations—including think-alouds and self-talk—are crucial.
2. Use Visuals at Every Turn
   1. Anchor charts, color-coded organizers, and pictures embedded in prompts help to boost comprehension and motivation.
3. Stress the “Why”
   1. Teachers reinforce that writing communicates with others, providing real-life contexts that underline the significance of opinions, facts, or stories.
4. Track Growth Visually
   1. Sticker charts, star charts, and simple color graphs offer visible evidence of progress from one session to the next.
5. Reevaluate as Needed
   1. In a K–1 classroom, revisiting earlier stages frequently is normal and beneficial, especially if students need extra modeling or reminders.

By laying a strong foundation using research-based K–1 writing strategies within a thoughtfully designed curriculum, teachers empower early learners to become confident communicators and thinkers from the beginning.

Ready to dive deeper? Educators can explore sample lessons, mentor videos, and downloadable graphics that illustrate implementing these six SRSD stages in the K–1 classroom. Although the journey involves repetition and creativity, the rewards are significant—a class of young writers who view themselves as capable thinkers and effective communicators from the start.

Contact us here for a free consultation: SRSD Online Free Consultation

Exploring Evidence-Based Practices in Writing

SRSD creator Karen Harris and renowned children’s author Peter H. Reynolds recently joined a group of enthusiastic educators for a webinar on SRSD (Self-Regulated Strategy Development) and the science of writing. The virtual conversation brought together two celebrated figures in the world of literacy, each bringing a unique perspective: Dr. Karen Harris, whose groundbreaking work established SRSD as a robust, evidence-based instructional method, and Peter H. Reynolds, an acclaimed author and illustrator whose passion for empowering learners through creativity and self-expression has inspired teachers and students worldwide. Although their backgrounds differ, their message aligns perfectly: writing is an essential skill for every student, and it can be taught more effectively when educators have the right strategies, tools, and mindsets.

This blog post explores the key themes and takeaways from their engaging session. We will examine how SRSD aligns with the science of writing, share insights into why self-regulation is central to student success, and highlight important ideas from Karen and Peter. You will also find a quote from these two thought leaders woven into the narrative. By the end, you will have a deeper understanding of how SRSD can help students become more confident, strategic, and independent writers.

Watch the full webinar here: KAREN HARRIS & PETER H. REYNOLDS WEBINAR

A Convergence of Perspectives

Peter H. Reynolds, known for his popular children’s books such as The Dot, Ish, and The Word Collector, has long championed that creativity and curiosity fuel meaningful literacy development. On the other hand, Karen Harris is a driving force behind SRSD, a framework for writing instruction tested for over four decades in diverse classrooms. At first glance, these two might seem an unlikely pairing: a celebrated illustrator and writer and a renowned academic researcher. Yet their collaboration underscores a powerful truth: effective writing instruction is both an art and a science.

From the science side, Karen’s work highlights the importance of evidence-based instruction, structured scaffolding, and metacognitive strategies that empower students to plan, monitor, and evaluate their writing. From the creative side, Peter’s stories remind us that we want our students to understand the rules and cherish writing as a tool for expressing ideas, discovering new ways of thinking, and connecting with others. Above all, Peter and Karen emphasize that if students do not see writing as an act of self-expression, if it’s purely a mechanical process, they may miss out on the authentic power of literacy.

“It All Started in 1971”: Karen Harris on SRSD’s Beginnings

Karen’s lifelong mission stems from a determination to give teachers robust strategies they can rely on to help every student write well. In her early years of teaching in West Virginia and working with special education students, she observed that typical instructional approaches were often inadequate. She realized the need for a more systematic method that could produce observable, replicable results for all students, including those who struggled the most.

“For me, it all started with my first teaching job in 1971,” Karen explained, reflecting on the roots of her passion for transforming writing instruction.

Those early challenges led her to develop a system that merges explicit strategy instruction—teaching students how to structure their writing—with crucial elements of self-regulation. Over the years, Karen and her collaborators, including Steve Graham, conducted over 200 research studies, refining SRSD to ensure it remains robust, evidence-based, and adaptable to varied contexts. That same spirit of scientific inquiry continues to guide SRSD’s evolution. Teachers, administrators, and instructional coaches worldwide have adapted the framework to address new grade levels, genres, and classroom realities.

The Science of Writing and the Evidence Behind SRSD

The phrase “science of writing” can sound intimidating, but it boils down to a commitment to using proven, data-driven methods in writing instruction. It involves understanding how students develop writing skills, what instructional techniques consistently result in deeper learning, and how the brain integrates reading, writing, speaking, and listening. The science of writing rests on the principle that educators should provide explicit and systematic instruction, just as they do for reading.

SRSD aligns with this body of research by offering:

1. Explicit Instruction SRSD does not assume students know how to plan or revise; SRSD explicitly models each stage, from generating ideas to polishing final drafts.
2. Gradual Release of Responsibility Teachers provide scaffolded support, modeling how they approach each step of writing and editing, then gradually withdraw that support as students grow more independent.
3. Metacognitive Strategies Students learn to set goals, monitor their progress, adjust strategies, and reflect on their performance. The metacognitive loop helps them gain control of their learning.
4. Self-Regulation Skills SRSD explicitly teaches self-talk, self-monitoring, and self-reinforcement so that students develop the confidence and stamina to persevere during challenging tasks.
5. Goal-Oriented Practice Students learn to identify their targets—whether a strong thesis in an argument essay or descriptive details in a narrative—and then track whether they have met those goals.

Because the SRSD framework integrates these components purposefully, it has proven effective in studies across a wide range of grade levels, contexts, and student populations. The “ten-thousand-foot view,” as Karen often calls it, involves tailoring instruction so that learners experience consistent success and gain trust in their abilities over time.

“Writing Is a Way to Document Your Thinking”: Peter H. Reynolds on Creativity and Self-Expression

A hallmark of Peter H. Reynolds’s work is the celebration of creativity and personal expression. As the author-illustrator behind Ish and The Dot, he has inspired countless educators to encourage children to share their unique voices—through drawing, painting, or writing—without fear of mistakes. In the session, he pointed to the pressing need for effective communication to keep students motivated, especially in a future where technology might overshadow our creative processes.

“Writing is a way to document your thinking. So, if you’re not doing your own writing, you’re not doing your own thinking,” he noted.

This reminder resonates deeply with the mission of SRSD. Even the most thorough, explicit instruction will not matter unless students see a meaningful reason to write. Writing loses its power if it becomes formulaic and disconnected from its thoughts and emotions. Students need time to celebrate their creative sparks and personal perspectives. Peter’s emphasis on nurturing children’s voices dovetails with Karen’s emphasis on teaching them the writing strategies they need. Students can see how structure and self-expression form a cohesive whole when these worlds meet.

Self-Regulation: The Game Changer

A central pillar of SRSD—and the feature often sparks the most enthusiasm among practitioners—is its focus on self-regulation. While many writing programs highlight organization, structure, or genre-specific strategies, SRSD recognizes that these strategies remain underused unless students also know how to:

• Set Their Own Goals. Students learn to articulate precisely what they want to achieve in their writing.
• Monitor Their Progress. Through self-talk and checklists, they notice whether they are moving toward their goals or getting sidetracked.
• Persist Through Frustration. SRSD frames writing as an iterative process. When mistakes happen or when an idea doesn’t flow, students have strategies for managing frustration and continuing to work productively.
• Reward Themselves. As they master new writing skills, students learn to celebrate their successes. This positive feedback loop builds motivation from within.

The result? Students develop writing proficiency and an academic mindset that extends beyond writing. In the webinar, educators described how they see children applying self-regulation techniques to reading tasks, math problem-solving, and personal goal-setting outside school. This alignment is a clear testament to how universal and transformative self-regulation can be.

Real-World Impact: Stories from the Webinar

Though the webinar primarily featured Karen and Peter, several educators also shared their experiences using SRSD in classrooms spanning kindergarten to middle school and beyond. Their accounts further illuminated how SRSD works and why teachers can confidently adopt it.

1. A Principal’s Perspective on Change: One principal described how she championed SRSD as a school-wide strategy to address students’ dislike of writing and their struggles with setting learning goals. She emphasized that the most powerful shift was students’ newfound self-belief; after just a few months, children eagerly showed their pre- and post-writing samples to their families, confident in their growth.
2. A Curriculum Coordinator’s Journey: Another attendee, a curriculum coordinator, spoke about investigating multiple writing programs before choosing SRSD. Over and over, the research on SRSD stood out. She praised SRSD for enhancing teachers’ sense of efficacy. Having once dreaded teaching writing, they now looked forward to it. Students, too, blossomed, showing consistent improvement across various genres and demonstrating clearer thought processes.
3. Kindergarten Triumphs: Even the youngest learners benefit from the structured approach that SRSD provides. A kindergarten teacher explained that students struggled to put words on paper early in the school year, relying primarily on pictures. With SRSD in place, these same students, just a few months later, could add words to accompany their pictures, incorporate new vocabulary, and better organize their thoughts. The transformation occurred more quickly than the teacher had ever seen before.
4. From Independent School Classrooms: A middle school teacher at an independent school recounted how her institution had no consistent writing framework, resulting in uneven class performance. Introducing SRSD gave them a shared language—mnemonic devices and strategies for planning and revising—that improved students’ writing in as little as a semester. She recalled how previously restless students, in particular, benefited from having a clear checklist and strategy for each phase of the writing process.
5. Third Graders Using SRSD in Real Life: One of the most heartfelt anecdotes came from a third-grade teacher who encountered a student in the grocery store. When asked about her holiday, the young girl spontaneously launched into an SRSD-inspired structure, sharing reasons and examples as if she were crafting a mini-essay in real-time. This moment revealed how deeply these strategies can embed themselves in students’ thinking, turning them into confident communicators in and out of school.

Teacher Preparation: A Systemic Challenge

During their conversation, Peter and Karen highlighted a profound teacher preparation gap. Universities rarely offer dedicated coursework in teaching writing, forcing new educators to cobble together resources as best they can. Karen admitted to lobbying tirelessly at five universities to secure a mandatory writing instruction course, only to face continued resistance. That shortfall underscores why frameworks like SRSD are so significant: they fill a void by providing research-backed structures and ongoing professional development that teachers can use immediately.

Additionally, the community aspect of SRSD training—a “train-the-trainer” model—makes it highly scalable. Lead teachers, instructional coaches, and administrators can internalize the strategies and mentor colleagues, ensuring knowledge and skills spread throughout a school or district. This approach also fosters a supportive environment where teachers continuously discuss their implementation, troubleshoot issues, and celebrate successes.

Balancing Creativity with Structure

For many, “explicit” instruction can conjure images of rigid rules that squash creativity. However, Karen’s core premise—echoed by Peter’s emphasis on imagination and exploration—counters that assumption. SRSD is explicit, so students do not have to guess at the steps or wonder whether they are meeting expectations. It is also flexible: teachers can tailor it to any genre, reading material, and any group of students. This structure becomes a scaffold that allows creativity to flourish more freely, not less.

Peter’s message, urging educators to help children see writing as “a powerful way to share your amazing ideas,” underscores that SRSD does not reduce writing to a formula. On the contrary, it shows students how to unleash their inner voices and organize their swirling thoughts on the page more confidently. Students who once froze in front of blank pages often discover that the clarity provided by structured strategies and checklists empowers them to explore bold ideas they might otherwise keep hidden.

Looking Ahead: A Collective Call to Action

As the webinar drew close, Karen and Peter hoped these initial discussions would inspire broader conversations, more targeted professional development, and a general embrace of SRSD in schools. They also recognized the urgent need to integrate writing across subjects, from social studies to the arts, so that students see writing as a dynamic skill that serves them in all areas of life.

Educators who attended the session shared plans to deepen their SRSD implementations, refine their pacing, and continue the vital work of nurturing self-regulation among students. The stories of success—evidenced by real growth in student writing, heightened teacher confidence, and a new sense of excitement about literacy—signal that SRSD is changing classrooms in theory and everyday practice.

Final Thoughts

When Karen Harris and Peter H. Reynolds came together with educators to explore SRSD and the science of writing, their shared passion was palpable. Though they approach writing from different angles—one more research-driven, the other grounded in art and storytelling—both champion the transformative power of writing. SRSD merges that power with explicit, carefully sequenced instruction, ensuring students have the tools and strategies needed to succeed.

Karen’s quote about her early teaching days reminds us that the best innovations often arise from a teacher’s frustration and a vision of something better. Peter’s statement about writing as “a way to document your thinking” underscores the importance of teaching children to write—to express, analyze, and refine their thoughts on the page. Together, these reminders illuminate a path forward for educators who want to inspire their students to become proficient writers, confident communicators, and lifelong thinkers.

By embracing SRSD, teachers can confidently guide students of all backgrounds and ability levels to experience genuine success. And when that success shows up not just in better essays or state test scores but also in the grocery store conversations, we know that students are truly learning to harness the power of writing. This blend of robust research, explicit strategies, and creative expression stands at the heart of SRSD—an approach that has already improved many young lives and promises to transform countless more.

Meet the Educators Behind the Science of Writing Success

When schools implement a new instructional approach, the true test of its success often comes from the educators who carry it forward daily. Teachers, principals, curriculum coordinators, and instructional coaches see firsthand whether a method lives up to its promise because they witness its impact on student engagement, self-confidence, and skill, often requiring strategic intervention to make adjustments as needed. Self-Regulated Strategy Development (SRSD) is an evidence-based approach to teaching writing that resonates across classrooms for one key reason: it sparks tangible change in how teachers and students think about the writing process.

Below, you will hear from five educators—each at a different level of school leadership—who have adopted SRSD and seen notable outcomes in their contexts. They share candid reflections on why they embraced SRSD, how they introduced it to their staff or students, and the powerful shifts they have witnessed. From Canada to the U.S., from kindergarten to middle school, these stories illustrate the potency of explicit strategy instruction interwoven with self-regulation skills. They also remind us that teaching writing is not just about mechanics or formats but about nurturing a sense of purpose, creativity, and confidence in every learner.

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Heather McKay, Principal: “I am an excellent writing teacher now!”

Building Enthusiasm and Seeing Growth

Heather McKay, a principal in Calgary, Alberta, spearheaded her school’s adoption of SRSD after noticing that many students struggled with writing and self-regulation. She recalls how student data revealed a lack of enthusiasm for writing and difficulty setting learning goals. While her school had experimented with other evidence-based strategies, none sparked long-term change. That was when she learned about SRSD.

“I had heard about SRSD, and I had heard about it through university work, and I was excited to try it,” she explains.

Heather felt confident that SRSD’s extensive research base—and its explicit focus on self-regulation—could help her entire staff develop both a passion and a robust framework for teaching writing. After navigating the necessary approvals from her school board, Heather and her colleagues launched SRSD in September and targeted a single genre for about three months. The results exceeded her expectations. Students completed pre- and post-writing samples, and the improvement was unmistakable.

She recounts a story of one student who rushed onto the school bus exclaiming:

“I cannot wait to show my mom and dad my opinion writing!”

For Heather, that kind of student excitement is what matters most. She also notes how teachers are beginning to see themselves as effective teachers of writing:

“I am an excellent writing teacher now!”

Heather’s staff required upfront professional development, and some were initially hesitant. They practiced lessons, modeled them, and refined their approach before teaching students. Although that meant stepping outside their comfort zones, her teachers soon reported feeling proud and capable. As Heather puts it, they came to realize that the changes in students’ writing and attitudes were well worth the effort:

“They’re taking risks because they see it actually changes kids’ lives.”

This experience underscores SRSD’s broad impact: it instills confidence not just in students but in teachers as well. And once you have a school full of educators who feel “excellent” about teaching writing, students catch that energy and begin to thrive.

Watch Heather’s full video here: HEATHER MCKAY VIDEO

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Shelly Ferro, Curriculum Coordinator: “The research can’t be denied.”

A Holistic District-Level Perspective

While Heather viewed SRSD through the lens of school-wide leadership, curriculum coordinator Shelly Ferro examined it district-wide. She took the role three years ago after having taught for 17 years. Immediately, teachers in her district shared a consistent frustration: they did not feel confident about teaching writing.

“I put a survey out to teachers on what they felt the needs of our district was,” Shelly says, “and they just didn’t feel great about teaching writing.”

For Shelly, the next step was to exhaustively investigate writing approaches and programs. She kept coming back to SRSD:

“Honestly, the research can’t be denied, and it gave us exactly what the teachers needed.”

When her district adopted SRSD, Shelly organized professional development so every teacher could learn the foundational strategies and build a shared understanding. Just as Heather witnessed, Shelly also saw the power of the “train the trainer” method. Facilitators—people already well-versed in SRSD—guided staff through explicit instruction, from early modeling to more independent practice.

Shelly points out that one early hurdle involved teachers unfamiliar with modeling extensively, especially at higher grade levels, but witnessing SRSD in action helped them adapt. Kindergarten and first-grade teachers are often used to modeling everything, but older teachers must readjust. Over time, however, they saw how the robust background knowledge, effective writing strategies, and explicit discussion of strategies “prepare students to write” and elevate engagement and performance.

One striking example occurred in kindergarten: Shelly shared a sample of student work that showed pictures and simple text in the fall, evolving into more detailed, higher-level sentences by early winter—far earlier than teachers would usually see such growth. To Shelly, SRSD’s greatest asset is its explicitness:

“It is explicit PD for them, for explicit instruction in writing, and it empowers them on how to make this happen.”

Her perspective shows that when a district embraces SRSD with comprehensive professional development and consistent follow-up, it can improve teacher capacity at every stage—from novices to seasoned veterans.

Watch Shelly’s full video here: SHELLY FERRO VIDEO

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Kaitlyn Gann, Instructional Coach: “The training-the-trainer model is essential.”

Supporting Teachers, Elevating Student Success

Instructional coaches hold a unique vantage point in a school system. They see day-to-day classroom implementation but connect directly with administrators and curriculum leaders. Kaitlyn Gann, an instructional coach, explains how SRSD’s success in her school is partly a result of that supportive coaching layer:

“The training-the-trainer model is essential to SRSD. When we took it on, we, as coaches, went through the writing-to-learn courses and the facilitator courses.”

Kaitlyn notes that this setup allowed her to proactively anticipate questions and guide teachers. She and other coaches first practiced the lessons—“actually modeling in front of them” and troubleshooting potential roadblocks before teachers introduced strategies to students. That planning fostered an environment of trust; teachers knew the coaches were “going through it all with them,” learning the mnemonics, the modeling steps, and the self-regulation techniques hand in hand.

This arrangement sparked widespread enthusiasm:

“They’re so grateful that we actually have a writing program that works,” Kaitlyn says.

She describes a fifth-grade student who epitomizes the transformative power of SRSD. Historically, the student had difficulty focusing and translating his ideas onto paper. But during a classroom observation, Kaitlyn witnessed him rushing over, excited to share his writing:

“He was just blown away, he’s like, ‘Look at my writing.’”

He proudly pointed out his topic sentences, transition words, “million-dollar words,” and the structured approach that SRSD champions. Even better, when Kaitlyn reminded him, “Don’t forget your conclusion,” he instantly responded, “Oh yeah, you’re right!” rather than bristling at feedback. This anecdote reveals how a strong self-regulatory framework can transform a reluctant writer into someone eager to revise.

What resonates most from Kaitlyn’s story is the synergy between effective coaching and a proven method. Coaches who can guide teachers step by step, supplemented by robust online training and teacher-friendly resources, create a foundation where educators and students can thrive.

Watch Kaitlyn’s full video here: KAITLYN GANN’S VIDEO

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Whitney Ruf, Middle School English Teacher: “We were assigning writing, but we weren’t really teaching it.”

Finding Consistency and Language Across Teachers

Whitney Ruf teaches middle school English at an independent K–12 school in Nashville. Her context differs from many public schools—no formal special education program, and teachers enjoy high autonomy. Yet, autonomy led to wide variations in how writing was taught. When students reached high school, their writing skills were “all over the map.”

That’s when Whitney began researching frameworks. She wanted something robust yet flexible enough to suit an independent school environment. She recalls:

“Everything I looked at in the research, everyone I talked to, everything was coming back to SRSD.”

Convinced, Whitney introduced SRSD to her school’s curriculum coordinator and division head. Together, they implemented it in both English and history classes. They quickly noticed a significant shift in students’ writing, questioning, and overall engagement. SRSD gave them a unified language—teachers and students across the building understood what a “tree organizer” was, what “POWER” stood for (Plan, Organize, Write, Edit, Revise), and how to analyze writing systematically.

Crucially, SRSD also forced them to reflect on time allocation and instructional priorities. Whitney puts it bluntly:

“We were assigning writing, but we weren’t really teaching it.”

Instead of handing out prompts and hoping students recalled how to craft a thesis, teachers explicitly modeled the entire writing process, incorporating various writing strategies to enhance understanding. This pivot immediately decreased the number of confused hands in the air. Students now ask teachers specific questions—“Could you check my explanation? Does it connect well to my topic sentence?”—rather than a vague, “Is this any good?”

One of Whitney’s students, who has dyslexia, produced a disorganized pretest sample. However, his semester exam displayed clear thesis statements, cohesive evidence, and thoughtful explanations. His reaction was priceless:

“He said, ‘Are you sure that’s my paper?’”

The renewed confidence and elevated skill suggest that SRSD works across various learning profiles. Whitney underscores that SRSD is worth the minor sacrifices in content coverage because the gains in writing mastery and self-advocacy benefit students far beyond a single subject or grade.

Watch Whitney’s full video here: WHITNEY RUF’S VIDEO

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Michelle Morgan, Elementary Teacher: “The kids naturally use their structure when they’re doing their free writing.”

33 Years in the Classroom and Still Excited About Writing

Michelle Morgan brings over three decades of teaching experience—public and private schools, multiple states, a Title I environment, and a large population of bilingual learners. Despite her experience, she was impressed by the transformation SRSD triggered in her third graders. Michelle’s top five reasons for loving SRSD capture its comprehensive impact:

1. “There’s so much research that has gone into this program… it just makes sense to the kid.”
2. High engagement: Michelle’s students love the SRSD chants, all done with enthusiastic gestures.
3. Building writing stamina SRSD combats blank-page anxiety by giving students a reliable structure. This helps them “overcome the hurdles of what to put on the page.”
4. “We see the improvements in their writing so quickly,” Michelle notes, adding that students go from bare-bones paragraphs to cohesive, well-structured essays in only a few months.
5. Adaptability and sequence Because SRSD scaffolds each step, teachers can apply it in various contexts, genres, and student ability levels. Students recognize the same frameworks from first grade to third and even up through middle school.

Michelle relays the story of an eight-year-old who ran into her at the grocery store. Without prompting, the student launched into an “opinion structure”—starting with “In my opinion,” listing her reasons, and concluding with “in conclusion.” Michelle was amazed:

“Again, this was a conversation we were having in the grocery store, but she was using it, and she uses it in her regular life now.”

Moments like these confirm that SRSD is not just another discrete program; it cultivates genuinely transferable skills. Michelle summarizes it by emphasizing how SRSD’s best practices—modeling, clear anchor papers, and explicit strategy instruction—empower teachers and students. After 32 years, she remains more excited than ever about teaching writing.

Watch Michelle’s full video here: MICHELLE MORGAN’S VIDEO

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Conclusion: A Shared Triumph through SRSD

From Heather McKay’s elementary hallways in Calgary to Whitney Ruff’s middle school classes in Nashville, these five educators showcase SRSD as a remarkably flexible, research-affirmed, and empowering method for teaching writing. Each educator serves a distinct role—principal, curriculum coordinator, instructional coach, middle school teacher, and elementary teacher—yet all arrive at a similar conclusion: SRSD ignites a transformation in both students’ abilities and teachers’ perspectives.

• Heather sees formerly unenthusiastic writers brimming with pride.
• Shelly observes how children can quickly progress from sketches to cogent sentences, even in kindergarten.
• Kaitlyn celebrates a once-reluctant fifth grader who eagerly welcomes feedback to polish his conclusion.
• Whitney relishes the ease of a unified language that reduces confusion and fosters deeper analysis.
• Michelle remains moved by the everyday adoption of writing structures—whether in the classroom or at the grocery store.

Why does SRSD have such a unifying effect? In part, it systematically tackles the most common pitfalls in writing instruction: a lack of explicitness, insufficient scaffolding, and an absence of self-regulatory training. By fusing genre-based strategies with explicit goal-setting, self-monitoring, and self-reinforcement teaching, SRSD helps students overcome the mental blocks that too often stifle their growth. It also lights a fire in teachers, who see immediate results and feel genuinely equipped with the confidence and techniques needed to guide all learners toward success.

For educators pondering how to upgrade or refine their writing instruction, these five stories serve as inspiration. SRSD is not a quick fix or a scripted formula—it is a well-researched approach that invites teacher creativity and adaptation. Schools can begin on a small scale or implement it across classrooms and grades, as Heather’s and Shelly’s experiences show. Coaches can facilitate deeper learning and on-the-ground support, as Kaitlyn demonstrates. SRSD can unify teachers’ writing methods while still preserving their autonomy, as Whitney’s independent school experience illustrates. It can also revolutionize classroom practice for veteran teachers like Michelle, who finds herself newly inspired after 32 years.

Ultimately, SRSD underscores that writing is more than words on a page; it is a vehicle for thought, voice, and self-expression. Whether a student is in kindergarten discovering her first written words or in middle school refining analytical essays, SRSD ensures that the cognitive process behind good writing is never left to chance. As these five educators reveal, when they introduce SRSD’s explicit strategies and self-regulation techniques, the rewards ripple through schools—raising confidence, cultivating independence, and showing students that they can write their way to deeper understanding and personal empowerment.

How Structure Enhances Student Achievement

Writing is one of the most critical skills students will develop during their education. It empowers them to communicate ideas effectively, engage in critical thinking, and express creativity. However, strong writing skills don’t emerge overnight—they require consistent practice, strategic instruction, and a supportive learning environment. Teachers play a crucial role in shaping young writers by implementing evidence-based strategies that enhance writing proficiency. When students receive structured, engaging, and meaningful writing instruction, they develop confidence and competence that extends beyond the classroom and into all aspects of their academic and personal lives. Below are key strategies that research has shown to be highly effective in developing strong writers.

1. Provide Daily Writing Opportunities

Just as athletes improve with regular training, students need consistent writing practice to develop fluency and confidence. Writing should not be limited to specific assignments or subjects but should be embedded throughout the school day. Allocating dedicated time for writing ensures that students engage in the process regularly, allowing them to refine their skills over time.

Writing can be incorporated into various subjects, such as summarizing science experiments, reflecting on historical events, or writing persuasive arguments in social studies. The key is to create authentic writing experiences that help students see writing as a natural and necessary part of learning rather than an isolated task.

2. Implement Explicit Instruction

Using evidence-based writing strategies, explicit instruction in writing involves directly teaching students how to plan, draft, revise, and edit their work. Many students struggle with writing because they lack a clear understanding of what strong writing entails. By modeling writing strategies, breaking down the writing process into manageable steps, and providing guided practice, teachers can help students build essential skills.

Effective explicit instruction includes:

• Think-alouds where teachers model their thought process while writing
• Sentence starters and frames to support struggling writers
• Mini-lessons that focus on specific writing techniques, such as crafting strong leads or using descriptive language
• Scaffolding through guided and independent practice, gradually releasing responsibility to students

Students, especially those in high-needs schools, benefit significantly from structured, direct instruction that provides clarity and builds confidence in their abilities.

3. Teach the Writing Process

Writing is not a one-step activity—it is a process that requires planning, drafting, revising, editing, and publishing. Many students approach writing as a single draft exercise, which often results in underdeveloped ideas and weak organization.

Explicitly teaching each stage of the writing process helps students understand that writing is iterative and that revision is essential to crafting substantial work. Teachers can:

• Encourage brainstorming and pre-writing activities, such as graphic organizers
• Teach students how to revise for clarity, coherence, and engagement
• Provide self-editing checklists to guide students through proofreading their work
• Allow time for peer and teacher feedback before finalizing pieces

Gradually, students internalize these steps and become more independent, thoughtful writers.

4. Utilize Mentor Texts

Students learn by example, and mentor texts provide excellent models of effective writing. Students can understand how writers structure ideas, use language effectively, and engage their readers by analyzing well-crafted texts.

When selecting mentor texts, consider:

• Different genres and styles expose students to a variety of writing techniques
• Texts that match the skill level and interests of your students
• Opportunities for students to annotate and discuss what makes the writing effective

Encouraging students to borrow techniques from mentor texts helps them expand their writing repertoire and develop their unique voice.

5. Encourage Collaborative Writing

Writing doesn’t have to be a solitary activity. When students collaborate, they learn from one another’s perspectives, refine their ideas, and develop a sense of community in the classroom.

Ways to incorporate collaborative writing include:

• Peer editing and feedback sessions
• Group writing assignments where students co-author a piece
• Shared storytelling activities
• Partner discussions before independent writing to generate ideas

Collaborative writing not only enhances writing skills but also strengthens students’ ability to communicate and negotiate meaning with others.

6. Integrate Reading and Writing

Reading and writing are deeply interconnected. Students who read a variety of texts are exposed to different writing styles, vocabulary, and organizational structures, all of which influence their own writing development.

Teachers can promote reading-writing connections by:

• Encouraging students to write in response to what they read
• Analyzing how authors construct their arguments, narratives, and informational texts
• Having students mimic the styles of their favorite authors

By immersing students in reading and discussing texts, teachers provide a foundation for stronger writing skills.

7. Provide Constructive Feedback

Feedback is one of the most powerful tools for improving student writing. However, not all feedback is equally effective. The best feedback is timely, specific, and actionable.

Effective feedback should:

• Highlight what the student did well
• Offer clear, focused suggestions for improvement
• Encourage reflection and revision

Instead of marking every error, teachers should prioritize key areas for improvement and help students see writing as an ongoing process of growth.

8. Create an Engaging Writing Environment

A supportive and engaging classroom environment can significantly impact students’ attitudes toward writing. When students feel safe and motivated, they are more willing to take risks and experiment with their writing.

To cultivate an engaging writing environment:

• Celebrate student work by displaying it in the classroom
• Provide opportunities for students to share their writing with peers
• Offer choice in writing topics when appropriate
• Organize writing challenges or workshops to make writing fun and interactive

When students see writing as an enjoyable and valuable activity, they are more likely to invest effort into improving their skills.

The Comprehensive Solution: SRSD Covers All These Strategies

These strategies contribute to a strong writing foundation, but implementing them effectively can be challenging. That’s where Self-Regulated Strategy Development (SRSD) comes in. SRSD is an evidence-based instructional framework that integrates explicit strategy instruction, evidence-based writing strategies, self-regulation, and the writing process into a comprehensive approach. It provides teachers with structured, research-backed methods for helping students develop as independent, strategic writers.

SRSD covers all of the abovementioned elements, ensuring that students learn how to write and develop the self-regulation skills needed to plan, monitor, and evaluate their own work. By incorporating SRSD, teachers can provide students with the tools they need to become confident, capable writers who succeed academically and beyond.

By implementing these research-based strategies, educators can transform their writing instruction and help students reach their full potential as writers.

Unlocking Student Writing Success Across All Writing Genres: SRSD Online Course for Teachers is Easy-to-Use

Teaching K-12 students to write effectively is a complex challenge. As educators, you strive to give your students the skills and confidence to write well in various genres—opinion/Persuasive, Informative/Explanatory, and Narrative. Yet, each genre has its demands, and ensuring every child masters these varied forms can feel daunting.

How do you help students understand the unique structure of each genre? How do you ensure they have the strategies to plan, draft, revise, and edit successfully, no matter the type of writing task at hand? How do you nurture independence, self-regulation, and motivation so they can eventually write confidently and skillfully on their own?

That’s easy:Our SRSD Online course provides a unified framework for teaching Opinion/Persuasive, Informative/Explanatory, and Narrative writing. It covers each instructional stage thoroughly, supports you with professional development tools, and integrates strategies and self-regulation in all genres. The course is easy to learn and implement, helping students develop independence, motivation, and strong writing skills that transfer across different writing tasks and beyond the classroom.

What Makes Our SRSD Course All-Inclusive for All Genres?

1. In each stage, you’ll find clear guidance. From building excitement about a particular genre to explicitly teaching strategies, modeling the process, supporting practice, and gradually releasing responsibility, these SRSD stages ensure you never feel uncertain about what to do next. This structured progression applies to all three genres, allowing you to use one cohesive approach rather than juggling multiple disconnected methods.

2. In addition to meta scripts, the course includes comprehensive notes. These notes explain why certain elements are included in the lessons, how to differentiate for students with various skill levels, and what to do if a particular approach isn’t working. Teachers gain deep understanding of how and why the strategy works, making adaptations simpler. Whether you’re teaching students to take a stance and support it with reasons (Opinion), explain a topic in detail (Informative), or create a compelling story (Narrative), these teacher supports offer indispensable guidance.

3. But this approach isn’t limited to Opinion/Persuasive writing. For Informative/Explanatory tasks, students learn to structure their information logically, linking facts and ideas cohesively. They know how to develop engaging characters, settings, and plot events for narrative tasks. All these strategies fit together because they’re based on the same principles of planning, organizing, writing, revising, and editing—customized slightly for each genre. This consistency helps students see that they have a strong toolkit no matter what kind of writing they’re tackling.

4. Students learn to ask themselves key questions, set achievable goals, and track their progress, whether they’re writing an opinion letter to persuade the principal for more recess, an informative essay explaining the water cycle, or a narrative story about a memorable family trip. The course fosters independence and enhances productivity by helping students develop these metacognitive habits. Over time, students become flexible writers who can adapt their writing skills and strategies to any writing challenge.

5. Since the SRSD model works consistently across all three genres, you don’t need to learn a new routine each time you shift from Opinion to Informative or Narrative. The daily routine of opening and closing with a quick review of strategies remains the same, providing continuity and stability. The content within each lesson may differ (e.g., narrative elaboration vs. informative fact selection), but the process and routine remain consistent. This predictable structure makes implementation simpler for teachers and clearer for students, fostering a smooth learning journey from genre to genre.

6. Teachers benefit as well, seeing at a glance where students excel and where they need more support. This data-driven approach informs your instruction—maybe you’ll spend more time modeling how to craft a dynamic story lead in Narrative writing or reviewing how to integrate evidence in Informative essays. This constant feedback loop ensures that instruction is responsive, improving not only each student’s writing but also your teaching strategies over time, highlighting the continuous improvement made possible by the course.

7. This transfer across genres saves you time and effort. You reinforce the same underlying principles and strategies instead of introducing a new approach for each writing type. Students understand that effective writing—Opinion, Informative, or Narrative—benefits from thoughtful planning, a clear strategy, and careful review. The same skills and habits they develop under SRSD carry over to future writing tasks, other academic subjects, and even their lives outside of school.

Ease of Implementation and Long-Term Sustainability

Teachers often worry that adopting new writing programs means starting from scratch. With the SRSD Online course, you’re building on a well-structured foundation. The lessons are organized, and support materials are readily available so that you can implement the system with minimal guesswork. You start by modeling how to plan and write in a particular genre. Students watch, learn, and participate. As they grow more confident, you shift toward collaborative activities, where students and teachers brainstorm and write together. Eventually, the students take the reins, writing more independently.

Because the program applies to Opinion, Informative, and Narrative writing, you don’t have to re-teach basic strategies each time you change genres. Instead, you highlight the unique aspects of each genre while relying on a standard set of underlying strategies and self-regulation techniques. This approach saves time and makes the learning curve more manageable for teachers and students.

Over time, memorizing strategies like POW or genre-specific tools becomes second nature. Students remember what steps to take before drafting and how to evaluate their work. This internalization means less cognitive load when they write, they can devote more energy to generating ideas, refining word choice, and crafting compelling texts.

Why Teachers and Students Embrace SRSD across Genres

Teachers appreciate that the SRSD Online course is evidence-based and classroom-tested. Rather than an unproven set of tips, you get a carefully designed, research-backed approach. It’s adaptable, easy to use, and takes the mystery out of writing instruction. Instead of feeling overwhelmed by the demands of different genres, teachers have a consistent framework that guides their instruction in Opinion, Informative, and Narrative writing.

Students thrive because they gain a sense of control and competence. They realize that writing isn’t a random process; it’s a skill they can master with clear steps and tools, enhancing their writing skills. They learn how to motivate themselves, how to approach each genre’s unique demands, and how to reflect on their performance. This empowerment is invaluable, transforming writing from a daunting task into an achievable goal, thereby contributing to student success.

As students become more strategic, self-regulated writers, they’re better equipped for future academic endeavors and life challenges. They carry forward skills in critical thinking, organization, and problem-solving. Whether writing a persuasive letter to their mayor, an informative report on a science topic, or a narrative about a significant personal experience, they’ll feel confident applying the strategies they have learned through SRSD.

Administrators appreciate the consistency and coherence of a program that teaches all three major genres in a unified way. SRSD’s approach aligns with academic standards and fosters a school-wide, thoughtful, strategic writing culture. Instead of struggling to piece together disjointed resources, educators can rely on one integrated system that simplifies professional development and ensures instructional quality.

The Bottom Line

Our SRSD Online course for Opinion, Informative, and Narrative Writing is a comprehensive, robust framework that ensures teachers have the guidance, flexibility, and support they need to help students write effectively. It’s designed to accommodate every stage of learning, from building background knowledge and introducing strategies to modeling with think-alouds to collaborative practice, memorization, and, eventually, independent performance.

This approach is easy to learn and implement. It encourages motivation, independence, and critical thinking. Students understand the conventions and grammar of different genres and learn to regulate their thinking, set goals, and reflect on their progress as writers. Over time, they generalize these skills to new tasks, subjects, and contexts.

Integrating SRSD into Your Lesson Plans

Imagine walking into your classroom and seeing students writing confidently and clearly and applying strategies grounded in the science of writing. They are not just stringing together sentences but developing organized ideas, engaging with genre-specific structures, and mastering various writing skills. This vision seems distant for many teachers — particularly if their current writing curriculum is limited to surface-level skills like spelling and grammar. 

Yet, research about writing and best practices in writing instruction suggest that significant transformation is possible. Enter Self-Regulated Strategy Development (SRSD): a flexible, evidence-based approach that enhances and supplements your current instructional materials. Through SRSD for writing, students gain the strategies and self-regulation techniques they need to excel in any writing course or assignment.

Why SRSD Is Different

SRSD is not a traditional curriculum; instead, think of it as a powerful support system that complements your existing writing instruction. Whether you are working within Common Core narrative writing instructions, integrating new writing strategies for students, or seeking effective writing interventions, SRSD fits seamlessly into your classroom. It ensures that every lesson moves beyond passive assignments to focus on teaching writing explicitly. This approach guides students through the writing process, teaching them to plan, organize, write, revise, and reflect on their work.

Because SRSD is adaptable, it supports a wide range of educational contexts. It can strengthen a standard writing curriculum or serve as a writing curriculum for special education settings, ensuring all learners receive the structured guidance they need. SRSD helps students internalize strategies they can use independently across various genres and formats.

Shifting from Assignments to Instruction

Examining your current teaching methods is crucial in understanding SRSD’s impact in your classroom. Are you focusing more on assigning writing tasks than explicitly teaching the writing process and strategies? Many existing programs direct students to “write a persuasive letter” or “compose a narrative essay” without showing them how to structure their work to meet the unique expectations of those genres. Students struggle, guess, or rely on trial-and-error approaches without a clear roadmap.

By integrating SRSD into your writing curriculum, you emphasize writing instruction over mere assignment completion. Students learn to establish goals, outline ideas, use genre-specific frameworks, draft clear, meaningful sentences with strong vocabulary, and monitor progress. The result is more thoughtful, coherent, and meaningful writing.

Integrating SRSD into Your Existing Curriculum

SRSD works alongside your current writing curriculum, supporting both teachers and students:

1.     Complementing Existing Assignments: If your lessons already include persuasive letters or narrative essays, SRSD provides the scaffolding students need. For instance, when guiding students through narrative writing instruction, SRSD helps them develop a clear sequence of events, incorporate sensory details, and maintain coherence. Students become more independent over time, employing the strategies they have internalized.

2.     Focusing on Genre Mastery: Many curricula rotate through multiple genres—narrative, persuasive, informative—without ensuring students have mastered any. SRSD offers targeted writing instruction that slow the process, ensuring students fully understand the characteristics of a genre before moving on. This approach reflects best practices in writing instruction and supports long-term mastery.

3.     Replacing Ineffective Components: Suppose parts of your current writing curriculum or syllabus focus primarily on lower-level skills. In that case, SRSD focuses on higher-order thinking and strategy use, incorporating innovative pedagogy to enhance learning outcomes. While spelling and grammar matter, they cannot produce skilled, strategic writers. SRSD encourages students to plan, organize, and self-monitor, helping them develop more complex and effective writing strategies. This approach also supports differentiated instruction, making it a valuable tool in a writing curriculum for special education classrooms.

The SRSD Process: Guiding Students Step-by-Step

SRSD instruction is built around six stages designed to gradually release responsibility from teacher to student, helping learners become confident and self-directed:

1.     Develop Background Knowledge: Teach foundational elements—such as recognizing persuasive techniques or narrative structure—so students understand what strong writing within the instructed genre looks like.

2.     Discuss It: Explain the purpose and benefits of the strategies, helping students see why these approaches matter. Clarifying the reasoning behind each strategy fosters buy-in and motivation.

3.     Model It: Demonstrate the writing process and strategies through think-alouds. For example, show students how to plan, write, revise, and evaluate a persuasive essay step-by-step. As students watch these demonstrations, they gain a clearer picture of effective writing.

4.     Memorize It: Help students internalize the strategies so they can recall and use them independently. Mnemonics, checklists, and practice exercises ensure the techniques become automatic–lessening the demand on their cognitive load.

5.     Support It: Provide guided practice. Offer feedback as students work, then gradually release this support, encouraging them to take on more responsibility for their writing.

6.     Independent Performance: Ultimately, students apply the strategies independently, adapting them to new genres and tasks. They gain the confidence to tackle any writing assignment, from a high-stakes test prompt to a classroom writing course project.

Addressing Common Challenges

·       “My students struggle to get started.” SRSD helps break down the writing process into manageable steps, showing students how to brainstorm, set goals, and begin writing without fear. This structured approach removes uncertainty and encourages forward momentum.

·       “The quality of my students’ writing is inconsistent.” Following SRSD’s explicit framework, students learn to produce organized, coherent, and genre-appropriate texts. Research about writing consistently supports the impact of direct, strategic instruction on overall writing quality.

·       “My students lack motivation.” SRSD includes self-regulation strategies that help students monitor their progress, recognize accomplishments, and celebrate successes. Over time, they gain greater confidence and enthusiasm and become more invested in their growth as writers.

Why Teachers Embrace SRSD

Educators who incorporate SRSD consistently report greater confidence in their ability to effectively teach writing and enhance literacy, with regular assessment playing a crucial role in understanding student progress. The approach streamlines lesson planning, simplifies the feedback process, and makes it easier to track student progress—critical components of writing professional development for teachers. Over time, students will engage with writing more profoundly and confidently, reflecting the impact of best practices in writing instruction.

Making a Case for SRSD

If your current curriculum needs explicit, evidence-based writing strategy instruction, SRSD offers a flexible, powerful solution. Integrating SRSD writing into your instruction provides students with clear, systematic strategies that move them from novice writers to independent, strategic thinkers. This focus on strategic instruction aligns with the science of writing; in fact, the SRSD studies contribute to the wealth of knowledge that is the science of writing. SRSD writing instruction can be adapted to meet diverse classroom needs in both general and special education classrooms.

In short, SRSD is not about discarding what you have but enhancing and refining it. You can transform your writing instruction by implementing Self-Regulated Strategy Development writing techniques. Whether you’re working within informative writing instruction, strengthening an existing writing course, or seeking to improve writing strategies for students with varying skill levels, SRSD is a proven, evidence-based approach. When you invest in SRSD, you invest in your students’ long-term success, offering them the tools they need to write confidently, critically, and effectively.