SPED Instr ch.9 study set (fall 2026)

Vocabulary flashcards covering the core components, six instructional stages, mnemonics, and self-regulation elements of the Self-Regulated Strategy Development (SRSD) model.

Self-Regulated Strategy Development (SRSD)

An evidence-based instructional approach combining a strategy, self-regulation, and explicit teaching that follows a six-stage approach to teach students how to plan, produce, and monitor their writing.

Strategy

A clear, memorable process students can use to complete a task.

Self-Regulation

A set of metacognitive and behavioral skills woven throughout SRSD instruction that includes goal setting, self-instructions, self-monitoring, and self-reinforcement.

Explicit Teaching

An instructional method encompassing teacher modeling, guided practice, feedback, and gradual release.

False

t/f: SRSD is a single writing program or worksheet

True

t/f: SRSD is a flexible way to teach strategies and the self-regulation skills needed to use them independently

Stage 1 • Develop Background Knowledge

The SRSD stage where educators identify prerequisite skills, teach relevant vocabulary and concepts, verify students understand the parts of the task, and address potential learning barriers before introducing the strategy.

False

t/f: When working in stage 1 develop background knowledge, the teacher does not need ask themselves, “Can students explain the task and the key concepts they will need?”.

Stage 2 • Discuss It

The SRSD stage focused on building purpose and buy-in by naming the strategy, describing the problem it solves, and discussing when and why to use it.

Stage 3 • Model It

The SRSD stage where the teacher demonstrates the strategy on an authentic task while thinking aloud to make expert thinking and self-regulation visible.

True

t/f: When working in stage 3 modeling, students need to hear the thinking behind the step — not only see the steps.

Stage 4 • Memorize It

The SRSD stage focused on explicitly teaching strategy steps and mnemonics using rehearsal, visuals, and retrieval practice until students can readily recall them.

True

t/f: A mnemonic should reduce memory demands…not become an extra task students must manage.

Stage 5 • Support It

The SRSD stage where teachers guide collaborative and small-group practice, prompt goal setting and self-monitoring, and gradually fade supports as students gain competence.

Stage 6 • Independent Performance

The SRSD stage where students independently apply and generalize the strategy to new tasks with minimal or no teacher prompting while maintaining needed accommodations.

POW

A general writing process mnemonic

• P = Pick my idea

• O = Organize my notes

• W = Write and say more

TREE

A text structure mnemonic for opinion writing

• T = Topic sentence

• R = Reasons (three, if appropriate)

• E = Explain reasons

• E = Ending

False

t/f: It is not important for a teacher to explicitly teach and model POW and TREE for the planning/writing process for students

Goal Setting

A self-regulation practice in which students establish specific, attainable objectives for their work, such as "I will include two reasons and explain each one."

Self-Instructions

Self-directed verbalizations used by students to guide themselves through the steps of a task, such as "First I will choose my idea. Then I will organize my reasons."

Self-Monitoring

A self-regulation strategy where students track, evaluate, and check their own execution during a task, such as asking "Did I explain how this reason supports my opinion?"

Self-Reinforcement

A self-regulation technique where students provide positive self-affirmation to encourage persistence, such as "I used my plan and kept going when writing felt difficult."

True

t/f: When teaching students to choose self-talk it should be talk that is realistic, encouraging, and useful for the task.

need - target

Align the strategy to an identified academic _______ and the lesson’s learning _______.

Accessible models

The following are examples of _________ ________: verbal think-alouds, visuals, worked examples, and accessible text.

Accommodations - assistive

Consider _____________ and ____________ technology (for example, speech-to-text or alternative response formats).

Pacing - opportunities - actionable

When planning for learners with diverse needs, adjust ______ and practice _________; provide feedback that is specific and __________.

Quality - use

When planning for learners with diverse needs, monitor both the _________ of the work and the student’s ability to _____ the strategy.

True

t/f: SRSD teaches students both what to do and how to manage themselves while doing it.