Effect of an SRSD Informative Writing Intervention for High Schoolers With Learning Disabilities.

This article focuses on evaluating the effects of a self-regulated strategy development (SRSD) writing intervention called College Ready: Reading and Writing to Learn, designed for high school students with and at-risk for learning disabilities (LD). The intervention, implemented over nine weeks with 18 students across two Midwestern U.S. high schools, taught students to identify credible sources, annotate texts, and plan and write informative essays using the HIT BOOKS3 and POW strategies within the SRSD framework. Results showed statistically significant improvements in students’ genre knowledge, ability to identify credible sources, essay planning, writing quality, inclusion of genre elements and transitions, incorporation of source ideas, total words written, and self-efficacy for reading and writing. Students also reported the intervention as useful and relevant, highlighting increased confidence and motivation in writing. Limitations include the small sample size, lack of a control group, and implementation by researchers rather than classroom teachers, suggesting the need for further research with larger, randomized samples and teacher-led instruction.