Self-Regulated Strategy Development in Reading, Writing, and Mathematics for Students with Specific Learning Disabilities PDF

TCX TEACHING Exceptional Children, Vol. 53, No. 2, pp. 104­–112. Copyright 2020 The Author(s). DOI: 10.1177/0040059920946780 Self-Regulated Strategy...

TCX TEACHING Exceptional Children, Vol. 53, No. 2, pp. 104­–112. Copyright 2020 The Author(s). DOI: 10.1177/0040059920946780 Self-Regulated Strategy Development in Reading, Writing, and Mathematics for Students With Specific Learning Disabilities Michelle Rogers , Clemson University, Janie Hodge, Clemson University, and Jennifer Counts, Central College 104  “ Mr. Pepper is an elementary special educator who teaches students in resource and inclusive settings. His students have individualized education program goals in reading, writing, Self-regulated strategy development (SRSD) and mathematics. He plans instruction for students in his resource classes and incorporates both explicit instruction and cognitive collaborates with general education teachers to include his students in general education and metacognitive strategy instruction to support settings. He teaches students strategies to use across multiple settings and content areas. students’ academic needs across content areas. Mr. Pepper uses the self-regulated strategy development (SRSD) framework for instruction to teach writing to students in the resource students’ skill deficits in reading, self-regulation strategies support and setting. He recently collaborated with general mathematics, and writing. encourage students’ use of the learning education teachers to implement the SRSD Two evidenced-based practices that strategies in completing academic tasks framework to teach writing to fourth- and improve outcomes for students with SLD (Harris et al., 2014). For example, if the fifth-grade classrooms, where students showed are explicit instruction and cognitive and focus of instruction is mathematics improvements in their writing. Recently Mr. metacognitive strategy instruction to problem solving, a learning strategy Pepper learned about using SRSD to teach support learning and independence. specific to mathematics problem solving reading comprehension and mathematics Compelling evidence indicates that would be taught within the six stages of problem-solving strategies, and he is excited to systematically designed explicit instruction SRSD instruction along with self- apply the information to promote his students’ leads to improved academic outcomes for regulation strategies of goal setting, self- achievement in writing, reading, and math. students with and at risk for learning monitoring, self-instruction, and disabilities (Vaughn et al., 2000). Jitendra self-reinforcement (see Table 1). The Special and general educators must et al. (2011) reviewed the quality of SRSD framework provides a structure for provide instruction to students with evidence for studies that included teaching learning and self-regulation specific learning disabilities (SLD) to cognitive strategy instruction for students strategies that may be applied across ensure their access to the general education with SLD. Their synthesis documented content areas, grade levels, and student curriculum (Individuals With Disabilities strong evidence to support cognitive abilities (Baker et al., 2009; Cuenca- Education Act, 2004). Although most strategy instruction to support student Carlino et al., 2016; Stevens et al., 2019). students with SLD receive instruction in learning. Thus, teachers’ use of the general education setting (U.S. instructional approaches and SRSD Stages of Instruction Department of Education, 2018), their interventions that include these practices should lead to improved student The stages of SRSD instruction in the academic outcomes are poor. In writing, outcomes. Self-regulated strategy commonly used teaching sequence is Graham et al. (2016) reported that students development (SRSD) incorporates both described herein; however, during with SLD obtained lower scores than their explicit instruction and cognitive and implementation, teachers may reorder and nondisabled peers on measures of writing metacognitive strategy instruction to reteach steps to meet students’ needs. If quality, organization, vocabulary, sentence support students’ academic needs across students’ performance indicates that they fluency, conventions of spelling, grammar, content areas (Harris et al., 2014). are not proficient in skills in a certain handwriting, genre elements, output, and stage, teachers may revisit an earlier stage motivation. In math, children with SLD or extend lessons in the current stage. demonstrate lower achievement scores What Is SRSD? Some students may require all stages plus compared to typically achieving peers at SRSD is an instructional framework that reteaching of specific stages to master the beginning of kindergarten and slower “ employs explicit instruction in learning strategy. Other students may move growth in math performance from strategies and self-regulation strategies. through each stage with no reteaching kindergarten to Grade 5 (Geary et al., Learning strategies are specific to the (Harris et al., 2008). The following 2012). Vaughn et al. (2012) found that academic skill being taught, whereas description of SRSD stages is consistent sixth-grade students with SLD who received intensive reading intervention across 2 years made significant gains in reading comprehension at eighth grade. The SRSD framework provides a structure November/December 2020 However, their performance was still significantly lower than that of their typically achieving peers. These findings for teaching learning and self-regulation confirm that closing the gap between students with SLD and their typically strategies that may be applied across content achieving peers requires instruction that is intensive and intentional to address areas, grade levels, and student abilities. 105  T a b l e 1 Self-Regulation Strategies Strategy Description Self-monitoring of Students self-assess academic performance, such as correctly academic performance completed work, accuracy, or strategy steps included Sometimes referred to as self-assessment Goal setting Students and teachers collaborate to decide on a target academic performance (e.g., answering a specific amount of questions correctly) and create a plan to achieve the level of performance Self-instruction Students lead themselves through completing by talking themselves through the steps Often referred to as self-talk or self-statements Self-reinforcement Students administer a reward (i.e., reinforcer) for meeting and objective or goal Source. Harris et al. (2005); Montague (2007). with information from Harris et al. (2008) them set goals for the academic task. Stage 4: Memorize it. Although and Mason et al. (2012). Figure 1 provides Students tailor their goals to the activity memorization activities may take place at a checklist for planning and implementing and strategy they plan to use. A student early stages of instruction, during this stages of SRSD. may set a goal to answer a specific number stage, teachers assess students’ responses to of mathematics or reading comprehension determine memorization of strategy steps. Stage 1: Develop and activate problems correctly or a goal to use a Teachers may use a variety of assessment background knowledge. During this specific number of strategy parts. Students strategies, including written or oral stage, teachers determine whether graph their baseline performance and quizzing. If students are unable to list and students have background knowledge or monitor and graph progress toward their describe each step, teachers may include prerequisite skills needed to apply the goals throughout the lessons. Teachers activities such as songs, games, or quizzing learning strategy (e.g., reading, writing, or may discuss generalizing strategies during to support memorization of the steps. mathematics strategy) through discussion, this stage. Teachers introduce various observation, curriculum-based measures, Stage 5: Support it. During this stage, tasks and situations in which students may preassessments, or examination of earlier teachers provide opportunities for apply the strategy. Discussion and work samples. Assessment of background students to practice the learning and examples of generalization continues knowledge and prerequisite skills informs self-regulation strategies with scaffolded throughout the SRSD stages. teachers of skills students need to learn support. Collaborative practice, teacher or and apply the strategy and helps students peer prompting for next steps, and Stage 3: Model it. In this stage, teachers set goals. Then teachers present an frequent guidance are ways to support model steps of the learning and self- overview of the learning strategy and students. Students also use visual aids, regulation strategies by verbalizing the introduce self-regulation strategies that such as checklists or graphic organizers thinking process, or think-alouds, as they they will teach throughout the SRSD during this stage. Teachers monitor apply the strategy (Reid et al., 2014). stages. Teachers introduce visual aids for students’ performance and fade supports Teachers model self-instruction (i.e., the learning strategy during instruction as students become more independent in self-statements) during each step. They and post them in the classroom. applying the learning and self-regulation use materials that students will use (e.g., strategies. If students have difficulty Stage 2: Discuss it. The purpose of this graphic organizers, charts) to model applying strategies without support, TEACHING Exceptional Children, Vol. 53, No. 2 stage is to promote students’ motivation application of each tool while teachers reteach lessons in the areas in and help them understand the importance implementing the strategy. Teachers which students are struggling. of the learning strategy. A focus of SRSD model self-assessment using a checklist to is the role of students in self-regulating document each step they used, then model Stage 6: Independent performance. In their learning. Teachers ask students to self-graphing of performance and discuss this stage, teachers present opportunities commit to using the strategy and the whether they met their goal. If the for students to use the learning and self-regulation techniques. Students may learners do not meet their goal, they self-regulation strategies independently. sign a contract for learning to show their discuss with the teacher steps to improve Students should be able to apply the strategy commitment (Iris Center, 2010; Mason progress toward the goal. After modeling, without use of visual aids or charts; et al., 2012). Teachers provide students teachers describe self-statements used and however, students are encouraged to write with information about their present level the importance of self-statements. the acronym for the learning strategy on of performance based upon earlier work, Teachers instruct students to record their their papers. Some students may need to then conference with students to help self-statements for future use. continue to use visual aids; however, the 106 F i g u r e 1 SRSD planning and teaching checklist SRSD Planning and Teaching Checklist Planning Complete Stage 1: Develop Background Knowledge Assess prerequisite skills Provide an overview of academic strategy to be taught Introduce self-regulation strategies and provide visual aid Stage 2: Discuss it Discuss students’ role in learning and applying the strategies Ask students to commit to learning the strategies Guide students in setting goals for learning and strategy use Introduce self-graphing and guide students in graphing performance Discuss situations in which students may apply the strategies Stage 3: Model it Model application of strategies through think-alouds and use of materials that students will use Discuss self-statements including importance and appropriate uses Students create self-statements for future use Stage 4: Memorize it Assess students’ memorization of the academic strategy and self- statements Discuss self-statements including importance and appropriate uses Students complete practice activities (e.g., songs, matching games, partner quizzing) to memorize the academic strategy and self-state- ments Stage 5: Support it Provide opportunities for students to practice the academic and self- regulation strategies with support such as scaffolding and visual aids Monitor students’ progress and remove supports as students can apply the strategies independently Reteach lessons to students who are struggling to apply the ­strategies Stage 6: Independent practice Provide students with opportunities to apply the strategies indepen- dently and without the use of support Monitor student performance to ensure that the strategies are being November/December 2020 used correctly and students are making progress toward their goals Provide reteaching or extension activities based on student ­performance Notes: 107  T a b l e 2 Resources for Self-Regulated Strategy Development (SRSD) Resource Description Reading and writing SRSD Writing to Learn (2017) Online professional development https://srsdonline.org/teacher-training-courses/ Tools and books Links to teacher created websites Interviews with experts IRIS Center (2020) Instructional modules https://iris.peabody.vanderbilt.edu/module/srs/ Videos Interviews with experts Think SRSD (2018) Online professional development http://www.thinksrsd.com Unit plans Graphic organizers Videos Harris et al. (2008)Powerful Writing Strategies for Book All Students Lesson plans Graphic organizers Progress charts Hagaman & Casey (2016) Practitioner journal article “Paraphrasing Strategy Instruction in Content Description and example of TRAP strategy Area Text” with content area text Graphic organizer Mason et al. (2012)Building Comprehension in Book Adolescents Lesson plans Graphic organizers Progress charts Math Cuenca-Carlino et al. (2016) “Self-Regulated Research journal article Strategy Development Instruction for Teaching Description of single-case research study Multi-Step Equations to Middle School Students Struggling in Math” Summary of stages of SRSD and multistep equation strategy Popham et al. (2020) “Self-Regulated Strategy Practitioner journal article Development to Teach Mathematics Problem Description and example of the SOLVE Solving” problem-solving strategy Example self-statements Graphic organizer TEACHING Exceptional Children, Vol. 53, No. 2 SRSD Math (Ennis & Losinski, n.d.): http:// Website srsdmath.com Lessons and research for teaching students to add, subtract, and reduce fractions goal is that students memorize and apply skipping steps, not using self-regulation SRSD for Writing the strategy independently. Teachers strategies) or are not making progress SRSD is an evidence-based practice (EBP) continue to monitor students’ performance toward goals, teachers may reteach or in writing instruction for typically to determine the proper use of the strategy supply additional supported practice. If achieving students, struggling writers and progress toward goals. If students are students surpass their goals, teachers may (e.g., at risk for learning disabilities), and not using strategies appropriately (e.g., consider enrichment activities. 108 students with SLD (Baker et al., 2009; help them to take ownership of their writing. steps that he used on a printed graph. Mr. What Works Clearinghouse, 2017). Finally, Mr. Pepper introduces the Pepper discusses with students the importance Although research documents the POW+TREE strategy as a “trick” or strategy of self-statements and allows students to share effectiveness of the SRSD framework to to help them with their opinion writing. He the statements that they heard him say. He teach multiple writing genres (Graham places a poster on the classroom wall and tells then directs students to think of their own et al., 2013), our focus is on opinion students the meaning of each letter in the self-statements to help them start a task, stay essays. Table 2 provides additional POW+TREE mnemonic. focused, and finish a writing task. resources for SRSD and strategies for Stage 2: Mr. Pepper discusses the Stage 4: By this stage, Mr. Pepper’s students writing. importance of using a strategy and how the are familiar with the POW+TREE mnemonic. strategy can help them to become better writers. To provide added practice, Mr. Pepper allows Writing Strategy: POW+TREE He provides copies of their writing samples and students to make their own posters and work leads them to graph the number of parts of the with partners to quiz each other on the POW (Pick my idea, Organize my notes, TREE strategy included in their writing. He meaning of the letters in POW+TREE. Write and say more) is a general writing conferences with them to help them set goals Stage 5: Mr. Pepper provides students with strategy that helps students begin a for their writing. For example, one student opinion-writing prompts so they can practice writing task. TREE is a strategy that helps wrote an opinion essay that includes only one applying the POW+TREE and self-regulation students to remember the elements of an example and explanation to support their strategies. He provided support by having opinion essay (Harris et al., 2008; Mason opinion, and the student decides to set a goal to students first engage in collaborative writing. et al., 2012). The steps of TREE (Topic, include at least three examples and Next, Mr. Pepper prompts students through the Reasons, Explanations, Ending) for upper- explanations. Mr. Pepper also asks students to steps of POW+TREE and coaches them to use elementary students require them to (1) sign a learning contract signifying their self-statements, self-monitoring, and write a topic sentence, (2) give reasons, (3) commitment to use the strategies to improve self-graphing while students write their own include explanations for each reason, and their writing. Mr. Pepper and his students essays. Students can use POW+TREE graphic (4) write an ending. Students are taught to examine opinion essays and determine organizers, but Mr. Pepper supports them in write a topic sentence that includes their qualities of strong opinion essays. Mr. Pepper creating their own graphic organizers. As some opinion. Next, they provide at least three also talks with students about other situations students begin applying the strategy without reasons to support their opinion. For each where it would be helpful to use a strategy and prompts, Mr. Pepper allows them to complete reason, students provide an explanation. other classes where they might use the writing writing practice on their own while he Finally, students write an ending that strategy. monitors and supports as needed. He also restates their opinion. Stage 3: Mr. Pepper models the planning works with other students and small groups to Because students often struggle and writing of an opinion essay using the reteach skills in which students continue to beginning a writing assignment, teaching POW+ TREE strategies. He uses the same struggle. students to use the POW strategy graphic organizers and visual aids that Stage 6: Mr. Pepper provides opinion- provides a starting point (i.e., Pick my students will use. He explains to students that writing prompts and asks students to write idea). Once students pick an idea to write self-statements are things they say to independently without charts or visual aids. about, they organize their notes according themselves that allow them to manage their Students write “POW+TREE” on their papers to the strategy for a specific genre. For writing and monitor their own progress. He and plan components of opinion essays to example, a student may pick their idea, asks them to listen for self-statements that he include in their writing. Then they write their then use the TREE strategy to organize uses. He also models self-statements to help him essays. Mr. Pepper checks students’ graphs to their notes or make an outline that get started with the writing task, to help him ensure that they meet their goals. If students includes a topic sentence, reasons, sustain attention, and to reward himself with are unable to meet goals or apply the strategy explanations, and an ending. Finally, encouraging words. For example, to sustain independently, Mr. Pepper provides students write and say more by expanding attention, Mr. Pepper says, “I can stay focused individualized instruction to support specific on their notes, or outline, in written and finish; I just need to keep writing and use students in the skills needed to apply the paragraphs. my strategy.” Once Mr. Pepper finishes strategy independently. During the first 9 weeks of school, Mr. Pepper writing, he uses self-assessment to ensure that uses the SRSD framework for instruction to he completed all the steps of the strategy, then he congratulates himself by saying, “I did a SRSD for Reading teach his students to write opinion essays using POW+TREE. fantastic job! I used all of the strategy steps!” In addition to writing, SRSD is also “ Stage 1: Mr. Pepper assesses whether While he models, he uses think-alouds to show effective for teaching reading skills to students knew how to determine a topic students how he was thinking through using students with SLD. Specific reading November/December 2020 sentence and name an opinion. His students the strategy. He then graphs the number of strategies taught within the SRSD write an opinion essay before instruction begins so that he and the students can assess their writing samples and use the information to set goals. Mr. Pepper then briefly describes the strategies of goal setting, self-monitoring, In addition to writing, SRSD is also effective for self-statements, and self-assessment to students and tells them that using those strategies will teaching reading skills to students with SLD. 109  framework include identification of main the TRAP strategy (e.g., identifying main idea article beside each paragraph to ensure they idea and details, paraphrasing, and and paraphrasing). Although Mr. Pepper has apply the strategy to each paragraph. As summarizing expository and narrative already discussed self-regulation strategies in students apply the TRAP strategy texts (Stevens et al., 2019). Teaching main writing lessons, he plans to remind students of independently, the teachers decrease the level of idea identification and summarization is the strategies and their importance. The two prompting and discussion. Teachers also reteach effective for students with reading teachers work together to provide an overview or provide continued practice for students who difficulties in upper-elementary grades, of each strategy and visual aids to students have more difficulty applying the strategies. middle school, and high school (Stevens (e.g., handouts, posters). Stage 6: Mr. Pepper and Mrs. Green divide et al., 2019) and helps students remember Stage 2: Mr. Pepper and Mrs. Green the class by students who need additional essential information from text they have facilitate a discussion with students on the support and students who are ready to read (Hagaman & Casey, 2016). Most importance of using a strategy in reading. The independently practice applying strategies. studies document support for SRSD in preassessment for reading is a reading Students who continue to need support work main idea identification and comprehension quiz. Mr. Pepper and Mrs. with Mr. Pepper. He reteaches lessons on summarization with expository text Green consider whether to guide students to set identifying the main idea of a paragraph and (Sanders et al., 2019; Stevens et al., 2019). goals for using strategy parts or for paraphrasing. Mrs. Green works with students Table 2 provides resources for reading performance on quizzes. They decide that in who are ready to independently practice strategies within the SRSD framework. reading, they will ask students to set goals for applying strategies. She provides students with performance on quizzes. Students will articles to practice using the TRAP strategy. Reading Strategy: TRAP self-monitor to ensure that they use each part of Students work independently without posters the TRAP strategy, but the goal of the strategy or charts to help them remember the strategy. The TRAP strategy is typically used with use is to be able to remember what they read However, students write the letters of the expository text and is well suited for use and answer questions related to the reading strategy beside each paragraph to help them in with content area text in science and social passage. Students graph their preassessment self-monitoring strategy use. After reading and studies. The TRAP (Think, Read, Ask, performance based on the number of questions applying the strategy, students answer Paraphrase) strategy includes four steps to they answer correctly on a reading quiz (e.g., 10 comprehension questions. The teachers plan to help students remember what they have questions about a passage they had read). reteach and supply extra practice to students read: (1) think before you read, (2) read Stage 3: Mr. Pepper models how to use the who do not meet their goals. the paragraph, (3) ask yourself what is the TRAP strategy with materials that students main idea? and (4) paraphrase (Hagaman will be using. While modeling, he uses SRSD for Mathematics & Casey, 2016). The following description think-alouds, as he did in writing instruction. is consistent with information from Research supports the use of SRSD to Mr. Pepper briefly reviews self-statements and teach mathematics problem-solving Hagaman and Casey (2016). To think asks students to listen for his self-statements in before reading, students look at the title strategies with addition and subtraction his lessons. While Mr. Pepper models word problems for students with SLD at and think about what they already know instruction, Mrs. Green circulates around the about the topic. They may also examine the upper-elementary and middle school class to assist and ensure students are on task. levels (Case et al., 1992; Cassel & Reid, headings, illustrations, tables, or bolded Mr. Pepper then gives his students time to text and consider what they might learn 1996) and to help middle school students create self-statements and discusses how they with SLD to solve multistep equations from the text. Next, students read a can apply some of the self-statements to paragraph. Students read and paraphrase (Cuenca-Carlino et al., 2016). Although a writing, reading, and mathematics. For problem-solving strategy is included here, each paragraph rather than reading the example, he tells the students that they can use entire passage before summarizing. When teachers may use other strategies (see their self-statement, “Stay focused and complete Table 2) within the SRSD framework to students have finished reading a the steps,” to complete their opinion essay or paragraph, they ask themselves what the support their students’ needs in other their reading assignment. mathematics skills. main idea of the paragraph is. Students Stage 4: Mr. Pepper and Mrs. Green take then name two details to support the main turns to provide activities to ensure that idea. Finally, students paraphrase by Mathematics Strategy: students memorize the components of TRAP. In writing the main idea and two details in FAST DRAW TEACHING Exceptional Children, Vol. 53, No. 2 addition to quizzing and creating posters, the their own words. Students complete the teachers incorporate a classwide chant of the In FAST DRAW (Find, Ask, Set up, Tie steps for TRAP for each paragraph. mnemonic. down, Discover, Read, Answer, Write), Mr. Pepper decides to use SRSD to teach his Stage 5: Mr. Pepper and Mrs. Green divide an eight-step step problem-solving students summarization in reading. Because the class, and each provides the lesson to their strategy (Cassel & Reid, 1996), teachers his students are familiar with SRSD for group of students. First, they give students show students how to find and highlight writing in their English language arts articles to read while they practice using TRAP the question. Students label the question inclusion class, Mr. Pepper and the general and self-regulation strategies. The teachers by problem type. For example, if the education teacher, Ms. Green, decide to prompt students to use the strategy for each problem is a combining problem, the collaborate to teach the TRAP strategy paragraph and discuss the main idea and student may label the question “combine- throughout SRSD instruction. paraphrasing of what they read. While students addition.” If the problem is difference Stage 1: Mr. Pepper and Mrs. Green ensure can use their TRAP charts, the teachers teach problem, the student may label the that students have prerequisite skills to apply them how to record the TRAP acronym on their question “difference-subtraction.” Next, 110 students ask, “What are the parts of the Stage 5: During mathematics instruction, Funding problem?” and circle the numbers needed Mr. Pepper presents mathematics problems to The author(s) received no financial support to solve the problem. Students then set up solve using the FAST DRAW strategy along for the research, authorship, and/or the problem and label the numbers. with self-regulation strategies. He prompts publication of this article. Students “tie down” the sign by rereading students through each strategy part for the problem to decide the correct problems. Students use FAST DRAW charts to ORCID iD operation. They ask themselves questions help them remember the steps, but Mr. Pepper Michelle Rogers https://orcid.org/ to identify the correct operation, such as teaches them how to record the acronym on 0000-0002-0959-9334 “Is the problem asking me to put two their paper. As students are able to apply the Michelle Rogers, PhD, Postdoctoral numbers together?” Next, students FAST-DRAW strategy independently, Mr. Teaching Consultant, Education and Human discover the sign by rechecking to see Pepper decreases the level of prompting and Development Janie Hodge, PhD, Associate whether they chose the proper operation. removes visual aids. He reteaches or continues Professor of Special Education/ Education and Human Development, Clemson University, They read and answer the number practice for students who have more difficulty Clemson, SC; and Jennifer Counts, PhD, sentence, then write the answer and check applying the strategies independently. Assistant Professor of Special Education/ work by asking if it makes sense. Students Stage 6: Mr. Pepper provides his students Education, Central College, Pella, IA. may ask, “If I am combining two numbers, with mathematics problems to solve does it make sense that my answer is independently. Mr. Pepper checks students’ Address correspondence concerning this greater than the numbers in the problem?” strategy use and performance. If students do article to concerning this article to Michelle Rogers, Clemson University, 201 Watt Center, not meet their performance goals, Mr. Pepper Clemson, SC 29634-0002 (email: Mr. Pepper uses SRSD to teach a mathematics examines where students have difficulty, then [email protected]). strategy to his students who are also familiar he reteaches and provides practice in the areas with the SRSD framework from writing and of difficulty to help students apply the strategy to solve problems correctly. References reading lessons that he taught. Stage 1: Mr. Pepper provides students with Baker, S. K., Chard, D. J., Ketterlin-Gellar, L. R., Apichatabutra, C., & Doabler, C. (2009). five word problems to assess students’ Conclusion Teaching writing to at-risk students: The prerequisite skills to apply the FAST DRAW quality of evidence for self-regulated strategy (e.g., finding the question in the Providing students with SLD specialized strategy development. Exceptional problem, naming proper signs for operations, instruction across the curriculum is Children, 75(3), 303–318. https://doi rechecking procedures). challenging for general and special.org/10.1177/001440290907500303 educators. Because most students with Case, L. P., Harris, K. R., & Graham, S. (1992). Stage 2: Mr. Pepper discusses with students Improving the mathematical problem- the importance of using a strategy for SLD spend most of their day in the solving skills of students with learning mathematics problem solving and self- general education setting (U.S. disabilities: Self-regulated strategy regulation. Based on the preassessment for Department of Education, 2018), general development. The Journal of Special and special education teachers need Education, 26(1), 1–19. https://doi mathematics word problems, he asks students.org/10.1177/002246699202600101 to set goals for performance on quizzes. effective instructional practices to address Cassel, J., & Reid, R. (1996). Use of a self- Students will self-monitor to ensure that they these students’ poor outcomes across regulated strategy intervention to improve use each part of the FAST-DRAW strategy, but academic areas. SRSD is a framework for word problem-solving skills of students effective instruction across academic with mild disabilities. Journal of Behavioral the goal of strategy use is to be able to solve Education, 6(2), 153–172. https://doi mathematics problems correctly. Students graph areas, settings, and student populations.org/10.1007/BF02110230 their preassessment performance based on the (Baker et al., 2009; Cuenca-Carlino et al., Cuenca-Carlino, Y., Freeman-Green, S., number of mathematics problems they answer 2016; Stevens et al., 2019). We described Stephenson, G. W., & Hauth, C. H. (2016). examples of specific learning strategies Self-regulated strategy development correctly. instruction for teaching multi-step Stage 3: Mr. Pepper models how to use the and self-regulation strategies that teachers equations to middle school students FAST-DRAW strategy with comparable may use within the SRSD framework and struggling in math. The Journal of Special questions and materials that students will be provided information about resources Education, 50(2), 75–85. https://doi practitioners who wish to learn more (see.org/10.1177/0022466915622021 using. While modeling, he uses think-alouds as Ennis, R. P., & Losinski, M. (n.d.). SRSD math. Table 2). When teachers use the SRSD he had done in writing and reading lessons. After http://srsdmath.com/ identifying Mr. Pepper’s self-statements, students framework to teach learning and self- Geary, D. C., Hoard, M. K., Nugent, L., & Bailey, name self-statements that they had already regulation strategies, students with SLD D. H. (2012). Mathematical cognition deficits develop self-efficacy for academic skills in children with learning disabilities and created that they can use in mathematics and add persistent low achievement: A five-year statements that are specific to mathematics (e.g., (Cuenca-Carlino et al., 2016), and their prospective study. Journal of Educational November/December 2020 “I need to check my work.”) opportunities for success within the Psychology, 104(1), 206–223. https://doi.org/ Stage 4: To ensure that students memorize general education curriculum improve. 10.1037/a0025398 Graham, S., Collins, A. A., & Rigby-Wills, H. the components of FAST DRAW, Mr. Pepper’s (2016). Writing characteristics of students students complete a sequencing activity, in Declaration of Conflicting with learning disabilities and typically which they order the steps of FAST DRAW. achieving peers: A meta-analysis. Exceptional Interests Children, 83(2), 199–218. https://doi Students also practice writing this acronym.org/10.1177/0014402916664070 The author(s) declared no potential conflicts and telling a partner what they should do at of interest with respect to the research, Graham, S., Harris, K. R., & McKeown, D. (2013). each step of the problem-solving strategy. authorship, and/or publication of this article. The writing of students with LD and a 111  Meta-analysis of SRSD writing intervention Jitendra, A., Burgess, C., & Gajria, M. (2011). interventions for struggling readers in grades studies: Redux. In L. Swanson, K. R. Harris, Cognitive strategy instruction for improving 3 through 12: 1978–2016. 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