ABSTRACT
This chapter discusses the emergence of self-regulated learning perspectives in writing and the importance of self-regulation in the writing process, and examines theoretical perspectives and models of writing that provide a basis for writing research in this area. In Zimmerman and Risemberg Model, self-regulation occurs when a writer uses personal processes to strategically regulate their writing behavior or the environment. The chapter also examines research supporting the importance of self-regulation in writing with school age students. This analysis focuses on research supporting discrete self-regulation processes for writing (e.g., goal setting) as well as those examining the use of multiple self-regulation strategies while writing. Self-regulated strategy development (SRSD) has proven to be an effective strategy for teaching typically developing writers and has resulted in improved writing performance in students with learning disabilities, enhancing the quality and structure of these students' narrative and expository text. The chapter presents an example of an effective multi-component writing intervention that emphasizes self-regulation procedures.
