Self-regulated strategy development in writing: Premises, evolution, and the future Karen R. Harris* and Steve Graham Vanderbilt University, Nashville, Tennessee, USA Background. Self-regulated strategy development (SRSD) is a strategies instruction approach under development since 1982. Originally developed for struggling writers and students with learning disabilities, research has shown that SRSD is effective for average and above writers as well. Aims. In this article, we establish that the development of SRSD was grounded in multiple theoretical approaches, including theories often seen as incompatible. Arguments. First, we look at research in writing and then turn to what research tells us about the importance and impact of writing strategies instruction. The theoretical and empirical foundations of SRSD are presented. The components, characteristics, and instructional processes of the SRSD model of strategies instruction are then discussed, followed by a summary of the research base for SRSD and limitations of the work done to date. Conclusions. Finally, we address research that is still needed as SRSD, and the future of writing research, continue to evolve. In this paper, we focus on the development of and research base for an intervention in development since 1982: self-regulated strategy development (SRSD). We establish that the development of SRSD was grounded in multiple theoretical approaches, including theories often seen as incompatible. In our view, good instruction does not require a forced choice between competing theories, but rather a blending of what we know from various perspectives and lines of research. Further, students’ perceptions of what they are learning, how they are learning it, and why they are learning it are also important to effective instruction. SRSD has primarily been researched in the area of writing instruction in the schools. Thus, we first take a brief look at research in writing, and then turn to what research tells us about the importance and impact of writing strategies instruction. The theoretical and empirical foundations of SRSD are presented. The components, characteristics, and instructional processes of the SRSD model of strategies instruction are then discussed, followed by a summary of the research base for SRSD and limitations * Correspondence should be addressed to Karen Harris, Department of Special Education, Vanderbilt University, Peabody College Box 228, Nashville, TN 37023, USA (e-mail: karen.harris@vanderbilt.edu). The British Psychological Society 113 Teaching and Learning Writing, 113–135 BJEP Monograph Series II, 6 q 2009 The British Psychological Society www.bpsjournals.co.uk DOI:10.1348/978185409X422542