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To date, seven intervention studies have been completed evaluating the efficacy of the Strategic Content Learning (SCL) approach as a model for promoting self-regulated learning by postsecondary students with learning disabilities. Summaries of outcomes from those studies suggest that SCL participation can be associated with gains for students in task performance, metacognitive knowledge, motivational beliefs, and strategic processing across a range of academic tasks (i.e., reading, writing, math). Previous SCL research reports have focused on general outcomes across participants and across tasks, rather than describing the details of individual cases. This article redresses that omission by describing the process of SCL intervention and associated outcomes for three SCL participants working on a common task, namely, writing. By reporting three in-depth parallel case studies, this article clarifies how SCL instruction is implemented to promote strategic writing, illustrates how SCL instructional principles can be personalized in response to individuals' needs, and traces the relationship between SCL instructional activities and outcomes. The article closes with a discussion of implications for theory, research, and practice.
Butler et al. (Tue,) studied this question.