Date Approved


Embargo Period


Document Type


Degree Name

MA Special Education


Interdisciplinary and Inclusive Education


College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.


learning disabilities, self-regulated strategy development, writing


Composition (Language Arts); Learning-disabled teenagers


Language and Literacy Education | Special Education and Teaching


The purpose of this study was to analyze the effect of Self-Regulated Strategy Development (SRSD) on the persuasive essay writing of seventh grade students with disabilities. Specifically the study analyzed the effects of SRSD on (a) essay length, (b) number of essay parts, and (c) essay quality. In addition, student satisfaction with SRSD was evaluated for social validity. Eight seventh grade students, seven male and one female, participated in the study. All students were classified with either learning disabilities (LD) or other health impairment (OHI). A single-subject multiple baseline across participants design was used. During the baseline phase, students wrote five persuasive essays. Students were split into three groups, and each group was taught six SRSD lessons. After each group finished the lessons, all students wrote another essay. Results show that after receiving SRSD instruction, students wrote longer, higher quality essays that included more essay parts. Student surveys given after instruction show that the intervention was socially accepted. Further research is needed to examine possible long-term benefits of SRSD for students with disabilities.