As schools work to align literacy instruction with the science of reading, it is important to consider how writing instruction fits within this work. Writing is not an isolated skill; it draws on language, cognition, and many of the same underlying processes that support reading comprehension. thinkSRSD (self-regulated strategy development) offers a well-researched approach to writing instruction that aligns with these principles and can be strengthened through The Reading League’s professional learning. This March, over 400 educators attended The Reading League’s Professional Learning Day to learn about this approach directly from Dr. Leslie Laud, the author of Releasing Writers.
Dr. Leslie Laud speaks at The Reading League's Professional Learning Day in Syracuse, NY.
The Research Base for thinkSRSD
thinkSRSD is grounded in decades of research on self-regulated strategy development, an instructional framework that has been shown to improve students’ writing quality, organization, and independence. Research on SRSD demonstrates that writing outcomes improve when instruction is explicit and when students are taught not only what to write, but how to manage the writing process itself. This includes planning, drafting, revising, and monitoring progress toward clearly defined goals.
A central feature of SRSD is the integration of self-regulation. Students are taught to set goals, monitor their work, and reflect on their writing. These practices are supported by a broader research base indicating that metacognitive strategies improve learning outcomes, particularly for students who struggle with complex tasks such as writing. By making the writing process visible and intentional, thinkSRSD reduces reliance on implicit learning and supports more consistent instructional outcomes.
“The work we’re doing together is about ensuring that children grow into literate adults. When we get literacy right, everything else becomes possible.”
Dr. Maria Murray, President & CEO of The Reading League
Extending Writing Instruction Through The Reading League’s Professional Learning
The Reading League’s professional learning is grounded in the science of reading, an interdisciplinary body of research that explains how reading and writing develop and which instructional practices are most effective. Its work focuses on building educator knowledge of foundational skills, language comprehension, assessment, and implementation, supporting schools in making informed, evidence-aligned decisions.
This professional learning extends the impact of thinkSRSD by situating writing instruction within a broader understanding of literacy development. Writing instruction grounded in SRSD strengthens students’ language skills, including syntax, vocabulary, and organization of ideas—skills that are also essential for reading comprehension. When educators understand how reading and writing draw on shared language and cognitive processes, instruction across domains becomes more coherent.
Actionable Steps for Aligning Writing Instruction to the Evidence Base
Districts and schools seeking to align writing instruction with research can take the following steps:
Supporting Coherent Literacy Systems
Together, thinkSRSD and The Reading League’s professional learning reflect a shared emphasis on research-aligned instruction, explicit teaching, and sustained professional learning. thinkSRSD provides a clear, evidence-based structure for teaching writing, while The Reading League supports educators in understanding the broader research base that informs effective literacy instruction.
Aligning these efforts allows schools to move toward a more coherent literacy system—one in which both reading and writing are taught explicitly, supported by research, and reinforced through ongoing professional learning.
