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
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| 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 |
| 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 |
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