Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2

Harris, Karen R.; Kim, Young-Suk; Yim, Soobin; Camping, April; Graham, Steve

doi:10.1016/j.cedpsych.2023.102150

Cited by 11 publications

(8 citation statements)

References 62 publications

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“…Many practices that are common in writing instruction fit into the SRSD model (e.g., graphic organizers for planning, collaborative writing), and coaches should be on the lookout for opportunities to celebrate how current writing practices are aligned with the SRSD framework, or alternatively, can be incorporated into the instruction. This makes the transition to SRSD easier as teachers realize this is not an overwhelming and all new practice, but rather a systematic, explicit approach that incorporates many of the skills they already have while adding new tools to their repertoire (Harris & McKeown, 2022). That said, the coach must emphasize that there is power, particularly for students with LD (Gillespie & Graham, 2014), in systematically offering these skills through direct, explicit instruction.…”

Section: Garnering Teacher Interestmentioning

confidence: 99%

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Ray,

FitzPatrick

2024

Learning Disabilities Research & Practice

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Self-regulated strategy development (SRSD) is an evidence-based practice for writing that is effective in improving the writing performance of elementary students with learning disabilities and the broader student population. In this manuscript, we provide guidance for elementary instructional coaches in facilitating a schoolwide adoption of SRSD for writing instruction. We outline the steps for instructional coaches to conduct practice-based professional development and then discuss ways instructional coaches can support teachers and oversee schoolwide SRSD implementation. Finally, we present ways that instructional coaches can be a valuable resource for teachers in differentiating SRSD instruction to meet students’ needs and to track students’ growth. By fostering a schoolwide implementation, coaches can harness the power of additive knowledge, increase teacher knowledge of evidence-based pedagogical practices, and increase the writing skills of all students, including those with learning disabilities.

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Section: Garnering Teacher Interestmentioning

confidence: 99%

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Ray,

FitzPatrick

2024

Learning Disabilities Research & Practice

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“…Let us illustrate word reading and spelling instruction that explicitly and systematically integrates word reading and spelling. The sample lessons are from our work called SRSD Plus (Harris et al., 2023; Kim, Harris, et al., 2024), which was developed for children in Grades 1 and 2 and focuses on reading and writing skills in the contexts of science content. SRSD stands for Self‐Regulated Strategy Development, which is an evidence‐based instructional approach that explicitly teaches the writing process, discourse knowledge, and reading and writing strategies (e.g., Harris et al., 2018; also see Wijekumar et al., 2022 for the integration of SRSD with the web‐based intelligent tutoring system).…”

Section: Implications Of Reading–writing Relations For Teaching: Teac...mentioning

confidence: 99%

Enhancing Reading and Writing Skills through Systematically Integrated Instruction

Kim,

Zagata

2024

The Reading Teacher

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Reading and writing are often taught separately. This article explores the crucial relations between these skills, emphasizing the importance of understanding the "what" and "why" to effectively plan the "how" of integrated reading–writing instruction. The Interactive Dynamic Literacy Model (Kim, Reading‐writing connections: Towards integrative literacy science. Springer; Journal of Learning Disabilities, 2022, 55, 447), supported by empirical evidence, illustrates how reading and writing skills are interwoven, forming hierarchical, interactive, and dynamic relations, and advocates for integrated teaching to enhance the development of both skills. Understanding these relations is essential for educators to design comprehensive and effective literacy instruction that supports the development of both foundational and higher‐order reading and writing skills. We propose three principles for effective integrated reading‐writing instruction: (a) leveraging assessment data in reading and writing to inform effective integrated instruction; (b) ensuring the development of lower‐order skills while also supporting the development of higher‐order skills; and (c) making reading‐writing connections visible. Illustrative examples are provided.

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“…Harris & Graham, 1992; Harris et al, 2003, 2021; Sexton et al, 1998). For over a decade, I have been deeply involved in validating effective professional development for in–service teachers for SRSD in writing and SRSD for close reading to learn and writing to inform or persuade (e.g., Festas et al, 2015; Harris et al, 2012, 2012a,b, 2015, 2021; McKeown et al, 2016, 2019).…”

Section: The Little–known History Of Srsdmentioning

confidence: 99%

“…To make a 42-year story short, I have continued to refine the SRSD model of instruction to this day, based on continued study of new and extant theories, as well as ongoing work with Steve, our many outstanding doctoral students (some of whom are now colleagues in SRSD research and ventures), colleagues, and hundreds of preservice and in-service teachers in multiple states (cf. Harris et al, 2003Harris et al, , 2021Sexton et al, 1998). For over a decade, I have been deeply involved in validating effective professional development for in-service teachers for SRSD in writing and SRSD for close reading to learn and writing to inform or persuade (e.g., Festas et al, 2015;Harris et al, 2012Harris et al, , 2012aHarris et al, ,b, 2015Harris et al, , 2021McKeown et al, 2016McKeown et al, , 2019.…”

Section: Srsd Then and Nowmentioning

confidence: 99%

“…We may well be underestimating what our students can do given powerful, evidence-based instruction across the multiple developmental aspects of writing (cf. Harris et al, 2021). It is heartening that teachers are sharing SRSD materials, resources, and instructional experience on Pinterest, Teachers Pay Teachers, and YouTube.…”

Section: Reflections On the Future Of Srsd Instructionmentioning

confidence: 99%

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SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

Harris

2021

Learn Disabil Res Pract

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made this special issue possible, and I thank them. This issue represents the first special issue of a journal dedicated to SRSD research-a true landmark for this work.I began my work on the development of what became SRSD instruction in the late 1970s, based on the characteristics, strengths, and needs of students with LD when learning complex content and abilities. Here, I first provide a history of how SRSD came about and how it initially became focused on writing-something I have never had the chance to do in an article. McKeown et al. (this issue) provide an excellent overview of the initial foundations of what became SRSD, the flexible and recursive stages of instruction, and several of the characteristics of this instructional model; thus, I do not address these aspects here (detailed breakdowns and descriptions of each stage of SRSD instruction and its foundations are available: cf. Harris & Graham, 2009, 2018Harris et al., 2008). Next, I share my thoughts on the importance and the unique contributions of each article in this special issue. Finally, I conclude with some reflections on the future of SRSD instructional research. THE LITTLE-KNOWN HISTORY OF SRSDI begin with my undergraduate degrees-a significant part of my "life space" that led me toward developing what is now known as SRSD. Life space, somewhat simplified, is the combination of all the factors that develop, interact with, and influence a person's behavior at any time and over time. These factors come from an individual's environment, culture, family, community, educational experiences, and more; they interact with one's perspectives, needs, beliefs, values, abilities, personality, goals, motivation, and so on (Lewin, 1948(Lewin, ,1951(Lewin, /1997. I completed two undergraduate degrees from the University of Northern Colorado in 1974. This was before PL 94-142, the law that guaranteed all children a free

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Yes, they can: Developing transcription skills and oral language in tandem with SRSD instruction on close reading of science text to write informative essays at grades 1 and 2

Cited by 11 publications

References 62 publications

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Instructional Coaches in Elementary Settings: Writing the Wave to Success with Self-Regulated Strategy Development for the Informational Genre

Enhancing Reading and Writing Skills through Systematically Integrated Instruction

SRSD Instructional Research for Students with or at‐Risk for LD across the Content Areas: History and Reflections

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