Self-Regulated Learning Processes and Children’s Writing

Writing is a complex and diffi cult task. It takes many years to develop competence in the writing process, and even more time for expertise to develop. The complexities of both the writing process and the development of writing skills and abilities create signifi cant challenges for research. Research on writing, furthermore, has a relatively limited history; Nystrand (2006) dated the launch of empirical research on writing as the early 1970s. Progress has been made, yet a great deal remains to be done. Writing research has received far less funding and attention than research in reading or math, further challenging progress in this area (Harris, Graham, Brindle, & Sandmel, 2009).