| Title: |
A Randomized Controlled Trial of the Self-Regulated Strategy Development (SRSD) Instructional Model Using Tier 2 Response-to-Intervention Framework for Middle School Students At-Risk for Writing Difficulties |
| Language: |
English |
| Authors: |
Stephen R. Hooper; Lara-Jeane Costa; Edmund P. Fernandez (ORCID 0000-0002-2870-1269) |
| Source: |
Grantee Submission. 2026. |
| Peer Reviewed: |
Y |
| Page Count: |
24 |
| Publication Date: |
2026 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R305A120145 |
| Document Type: |
Reports - Research |
| Education Level: |
Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 6; Intermediate Grades |
| Descriptors: |
Learning Strategies; Response to Intervention; Middle School Students; At Risk Students; Writing Difficulties; Grade 6; Writing Instruction; Small Group Instruction; Instructional Effectiveness; Direct Instruction; Models; Writing Strategies; Executive Function; Self Efficacy; Reading Skills; Language Skills; Social Behavior; Writing Attitudes |
| Assessment and Survey Identifiers: |
Wechsler Individual Achievement Test; Wechsler Intelligence Scale for Children; Child Behavior Checklist |
| DOI: |
10.1080/10888438.2026.2627987 |
| Abstract: |
Purpose: Primary purpose of this study was to extend the research on the SRSD model by examining its efficacy in a randomized controlled trial within a Tier-2 framework for small groups of students at-risk for writing difficulties. Methods: 243 sixth grade at-risk writers were randomized into SRSD instruction versus control group. The sample comprised 67.5% female, 40% White, 26% Black, 23% Hispanic, and 11% other ethnicity. Students in the SRSD group (n = 160) met in small groups for 24 30-minute sessions across a 12-week period. The control group (n = 83) met for a similar length of time and engaged in writing activities, but received no explicit instruction. Outcome measures included Wechsler Individualized Achievement Test III (WIAT-III),Test of Written Language--Fourth Edition (TOWL-4), and Number of Essay Parts (NOEP). Based on the direct and indirect effects of writing model, moderators included reading, language, executive functions (EF), writing efficacy and attitudes, and social-behavior. Carryover effects of SRSD were examined 6-months post-instruction. Results: Using an intent-to-treat framework, results showed differential change over time as a function of SRSD for WIAT-III Theme Development and Text Organization (p < 0.05; d = 0.63) and Number of Essay Parts (p < 0.0001; d = 1.33). EF served as a significant moderator, although it did not survive correction. No carryover effects were noted 6-month post-instruction. Conclusions: These findings extend the SRSD instructional model into a Tier-2 small group setting, with at-risk writers responding positively. EF also was identified as a potential moderator that can influence writing outcomes for middle school students at-risk for writing difficulties. [This is the online first version of an article published in "Scientific Studies of Reading" (ISSN 1088-8438, EISSN 1532-799X).] |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2026 |
| Accession Number: |
ED678813 |
| Database: |
ERIC |