The Effects of Writing Instruction with SelfRegulated Strategy Development on the Narrative Composition of Students with Learning Disabilities

Objectives: The purpose of this study is to investigate the effects of Self-Regulated Strategy Development (SRSD) on the narrative compositions for children with learning disabilities. Methods: Participants were three students, two 5th grade students and one 6th grade student, who all have difficulties in writing. The experiment was conducted by using multiple probe designs across subjects. The researcher modified SRSD and the mnemonic of story writing for the present study. To evaluate the effects of the intervention, tests of narrative compositions were conducted after each session. The number of text structure elements, the length (number of words and sentences), and the quality of the writing were being analyzed. Results: The major results are as follows. Firstly, the writing instructions through SRSD showed positive effects for students' compositions including the elements of narratives. Secondly, the results proved that SRSD has positive effects on the length of writing for 2 students, whereas it showed an irregular pattern for the other student. Thirdly, the results proved the instruction through SRSD which improved the overall quality of writing. Finally, the effects of intervention were maintained during the maintenance period. Conclusion: The study results indicated that SRSD is effective to the narrative composition for children with learning disabilities. Based on such results, the following practical implications and limitations of the present study are being discussed.