SRSD Tier 2 Intervention in Resource Classrooms for Writing to Persuade From Source Text: An RCT

Self-regulated strategy development (SRSD) instruction for writing is an evidence-based practice in inclusive classrooms. Writing based on source text, however, is a growing research focus. In this experimental study, we investigated the effects of SRSD instruction for close reading of source text and writing to persuade among fifth- and sixth-grade resource room students with high-incidence disabilities. Participants included 30 students in cluster-randomized instructional groups across five Title I elementary schools. Fourteen students first received Tier 2 SRSD instruction for writing persuasive essays and then learned a close reading strategy to extract relevant information from source text to write to persuade. The 16 control participants received business as usual (BAU) writing instruction in their resource classrooms. SRSD instruction, as compared to BAU, resulted in statistically significant and meaningful improvements in writing quality, planning, persuasive structural elements included in essays, use of source text, and procedural knowledge. Significant results were not found for the number of words written, reading comprehension, genre knowledge, student attitudes toward writing, and student writing self-efficacy. Structured student interviews indicated high social validity for SRSD instruction. While we found SRSD instruction effective for using source text to write to persuade, more research is needed, particularly research involving special education teachers delivering SRSD instruction and the use of multiple source texts.