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

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 < .05; d = .63) and Number of Essay Parts (p < .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.