Effects of two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy

We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th- grade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned either to an experimental intervention group or the standard instruction group. Both self-regulatory...