Resumen de Teaching writing to at-risk students: The quality of evidence for self-regulated strategy development
Scott K. Baker, David J. Chard, Leanne R. Ketterlin Geller, Chanisa Apichatabutra, Christian Doabler
This study evaluates the quality of the research and evidence base for a writing intervention called Self-Regulated Strategy Development (SRSD; Graham &- Harris, 1989; Harris &- Graham, 1996) for students with and at risk for learning disabilities, using criteria for group research studies suggested by Gersten et al. (2005) and single-subject research studies suggested by Horner et al. (2005). Five experimental and quasi-experimental studies and 16 single-subject studies investigating SRSD were analyzed on numerous methodological dimensions. Both the group design and single-subject studies also met proposed standards for an evidence-based practice. The potential value of analyzing approaches and interventions using the proposed quality indicators and standards for evidence-based practices is discussed, as are implications for research and practice.
