The Every Student Achieves Act of 2015 emphasized the importance of student expression through writing and other means. Students across grade levels benefit from direct and explicit instruction on writing. However, teaching writing is complex, extending beyond providing additional opportunities to write (e.g., journaling). Instead, for students with disabilities and their peers, instruction needs to be purposeful, consistent, specially designed, and based on proven practices. Although there are numerous writing interventions, the Self-Regulated Strategy Development (SRSD) writing strategies are among the most effective for struggling writers. Recently recognized by the What Works Clearinghouse (Mathematica, 2017) as having potentially positive evidence for use with students with disabilities, SRSD is a series of strategies meant to empower students in their writing development. Given that effective writing instruction is crucial, digital tools are increasingly essential. For example, in the new normal brought on by COVID-19, students are drafting, editing, and completing their writing using various digital devices. Having access to digital tools, however, is often not enough (West, 2019). Educators and the students they support need explicit instruction to meaningfully implement technology solutions (Ok & Rao, 2019). Meaningful solutions assist in idea generation, fluency, grammar, general mechanics, and similar supports to directly affect the quality of the written product. To facilitate the use of effective strategies and employ the growing number of digital tools, educators should consider pairing the two. By combining writing interventions (e.g., SRSD) with proven technology solutions (e.g., word prediction), educators offer a pathway for students to adopt both practices. Consider Andre, a student with a learning disability, full of ideas yet challenged with organizing his thought in a written format.

中文翻译：

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将循证写作策略与现成的技术解决方案联系起来

2015 年《每个学生成就法案》强调了学生通过写作和其他方式表达的重要性。各个年级的学生都受益于直接和明确的写作指导。然而，教授写作是复杂的，不仅仅是提供额外的写作机会（例如，写日记）。相反，对于残疾学生及其同龄人，教学需要有目的、一致、专门设计并基于经过验证的实践。尽管有许多写作干预措施，但自我调节策略发展 (SRSD) 写作策略对于苦苦挣扎的作家来说是最有效的。最近被 What Works Clearinghouse (Mathematica, 2017) 认可为有潜在的积极证据可用于残疾学生，SRSD 是一系列旨在增强学生写作能力的策略。鉴于有效的写作指导至关重要，数字工具变得越来越重要。例如，在 COVID-19 带来的新常态下，学生正在使用各种数字设备起草、编辑和完成写作。然而，获得数字工具通常是不够的（West，2019）。教育工作者和他们支持的学生需要明确的指导来有意义地实施技术解决方案 (Ok & Rao, 2019)。有意义的解决方案有助于创意的产生、流畅性、语法、通用机制和类似的支持，以直接影响书面产品的质量。为了促进有效策略的使用并使用越来越多的数字工具，教育工作者应该考虑将两者结合起来。通过将写作干预（例如，SRSD）与经过验证的技术解决方案（例如，单词预测）相结合，教育工作者为学生提供了采用这两种做法的途径。以安德烈为例，他是一名有学习障碍的学生，他的想法很丰富，但在以书面形式组织自己的想法方面面临挑战。