Reflections: Literature as data

Ness, B. M., & Sohlberg, M. M. (2013). Self-Regulated Assignment Attack Strategy:

Evaluating the Effects of a Classroom-level Intervention on Student Management

of Curricular Activities in a Resource Context. Learning Disabilities -- A Contemporary Journal, 11(1), 35-52.

This article is a qualitative study examining self-regulation interventions, with-in a sixth grade resource classroom, and evaluates changes in student self-efficacy and task completion. This study was also concerned with gathering data, by observation and questionnaires, to help determine if the effects were “maintained once the key intervention supports” were faded. The students who were part of this study are described as having “lower perceived ability to self-regulate their learning compared to peers”, and “difficulty organizing, initiating, and remaining engaged in academic work”. This is a very accurate description of the students in my classroom and it has given me some new ideas about how I might design my field study.

The research design consisted of four phases: Baseline, Intervention, Fade, and Maintenance. The specific behaviours that the interventions were targeting were “recalling assignment details, gathering necessary materials, initiating work, and task engagement.” I think that the most important thing from this article is that notion of directly teaching SRL skills and then “fading external supports” so students are required to practice using self-instruction, or self talk. I am very interested in teaching skills that will/can be used in the classroom but also transferred into all aspects of my student's lives.