Self Regulated Writing Strategies, Article Critique Example

Introduction

This article introduces a new concept for improving writing skills within students who have difficulty communicating and presenting their stories in a proper format. The Self-Regulated Strategies Development (SRSD) aims at difficult students who do not show improvement in a traditional school environment, even when additional attention is given.

Review of the Concept

The SRSD approach works by following a six-step program that is molded according to the needs of each student, and begins by categorizing the problem into three areas: content, process, or product. This means differentiating the subject, or learning needs, of the students, and consequently improving their story-writing skills. The six stages of development within SRSD are: ‘Develop Background’, ‘Knowledge’, ‘Model the Strategies’, ‘Memorize Writing Techniques’, ‘Support It’, and ‘Independent Performance’. The teacher moves the students through each step, and accommodates each student individually by allowing additional time if a certain stage is presenting problems.

Analysis of Effect

This model for improving writing development in certain students seems to be a successful formula, mostly due to its flexibility and ease of use. The instructions are simple for the teacher to give, since they follow a logical and structural pattern through the use of tools like POW (Pick an idea, Organize notes, Write and say more). Also, it allows the teacher to use their own intervention in dealing with students as they deem appropriate. An entire class does not typically move together in terms of learning; certain kids have problems understanding the topic, while others have concentration problems or cannot memorize the rules. In these cases, SRSD should be a substantial help. Not only does the approach improve the writing skills of the students, it can also introduce the concepts of different genres of writing and their uses in various fields. The fact that Mara, who had been unable to write well, now prefers writing as her mode of communication serves to truly validate the effectiveness of SRSD.

Evaluation of the Concept

The referenced article provides detailed examples of three specific students who had difficulty in writing. As SRSD encouraged them to ask themselves questions and compose notes before actually writing, these students were able to improve their styles and take an active interest in writing. Few writing strategies are known to work this well, even in the most ideal conditions. Moreover, there is no reason why SRSD may not be applied in other states and school districts, given the article’s evidence of how universal its effectiveness can be.

Summary of the Article

By presenting actual cases, the article enables the reader to easily grasp the usefulness and potentials of the SRSD approach. Using ‘positive approach’ models like PBS stickers, the program’s success in improving the skills of those students most struggling is made evident.  Its one-on-one approach allows teachers to clearly understand the problem areas of students and deal with them accordingly, while in no way detaching these students from the rest of the class. All continue to work as a team and, in cases of students like Mara, further develop social skills.     As presented in the article, SRSD accepts that each student is unique and therefore presents a different challenge to the teacher. The aim of the teacher is to decode the problem of the child and deal with it accordingly. Given the research behind it as put forth in the article, the SRSD approach works exceptionally well in achieving excellent results.

References

Sandmel, K.N., Bringle, M., Harris, K.R., Lane, K.L., Graham, S., Nackel, J., Matthias, R., & Little, A. (2009). Making It Work: Differentiating Tier Two Self-Regulated Strategies Development in Writing in Tandem with School-Wide Positive Behavioral Support. Teaching Exceptional Children, Vol. 42., No. 2,  pg. 22-23.