In the article, “Differentiating Tier Two Self-Regulated Strategies Development in Writing in Tandem with School-wide Positive Behavioral Support (Sandmel et al., 2009), the researchers conducted two studies which examined students who were identified as at risk for behavioral difficulties and struggled with writing. The students who were a part of the study have been receiving Positive Behavioral Support (PBS). PBS is designed to prevent and respond to problem behaviors by teaching desired behavioral expectations, practicing them, and receiving reinforcement for demonstrating those behaviors (Sandmel et al., p. 23, 2009). In conjunction with PBS, the Self-Regulated Strategies Development (SRSD) for writing was examined. The SRSD is an evidence-based
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24, 2009). Research shows that “SRSD improves students’ attitudes about writing as it increases the quality of written compositions, knowledge about writing, amount of time spent planning, and length of written compositions for students with learning disabilities, attention deficit hyperactivity disorder (ADHD), struggling writers without an identified disability, and regularly achieving writers” (Sandmel et al., p. 24, 2009). There are 6 stages of instruction for SRSD which includes “Develop Background Knowledge, Discuss It, Model It, Memorize It, Support It, and Independent Performance.” The results of the study showed that the SRSD approach for writing helped students improve their quality, length, and use of genre-specific elements in their essays and stories (Sandmel, et al., p. 32, …show more content…
The purpose of this study was to examine whether reading comprehension can be maintained as reading rate increased. In the study, in order for individuals to respond appropriately to the multiple choice questions, they needed to understand what each sentence was about as well as understand the meaning of the words in the sentence. The component of idea maintenance from the memory construct was addressed. When individuals read a sentence, they must be able to hold the content from the sentence in their working memory in order to respond to a question
24, 2009). Research shows that “SRSD improves students’ attitudes about writing as it increases the quality of written compositions, knowledge about writing, amount of time spent planning, and length of written compositions for students with learning disabilities, attention deficit hyperactivity disorder (ADHD), struggling writers without an identified disability, and regularly achieving writers” (Sandmel et al., p. 24, 2009). There are 6 stages of instruction for SRSD which includes “Develop Background Knowledge, Discuss It, Model It, Memorize It, Support It, and Independent Performance.” The results of the study showed that the SRSD approach for writing helped students improve their quality, length, and use of genre-specific elements in their essays and stories (Sandmel, et al., p. 32, …show more content…
The purpose of this study was to examine whether reading comprehension can be maintained as reading rate increased. In the study, in order for individuals to respond appropriately to the multiple choice questions, they needed to understand what each sentence was about as well as understand the meaning of the words in the sentence. The component of idea maintenance from the memory construct was addressed. When individuals read a sentence, they must be able to hold the content from the sentence in their working memory in order to respond to a question