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Abstract: The main objective of education today is the ability to learn autonomously, therefore modern school education requires the formation of a new type of learning, based on the development of regulatory universal learning skills(RULS) as the core of educational activity management. In psychology and pedagogy this type is called self-regulated learning (SRL). In the context of language teaching, self-regulated learning became the ground for the development of self-regulation in the process of learning to compose writing texts, particularly in Self-Regulated Strategy Development (SRSD, K. Harris, S. Graham). Nevertheless, the results of a theoretical overview of national science show that self-regulated learning has not been considered and studied in connection with regulatory universal learning skills and possibility of their development by means of writing. Moreover, in the field of school education there is no systematic research regarding the description of development levels of self-regulated learning linked with age features and defined activities. In the modern school, training in writing traditionally focused on the linguistic aspects of the process. The problem of this approach is that it pays no attention to literary strategies that increase the quality of writing products and contribute to improvement of RULS. Developing a tiered model of SRL in the context of teaching writing in accordance with the students age, the author described the results of implementation of modified model of SRSD in practice of teaching in the 5th-6th graders and argues that the systematic use of SRSD can contribute to the growth of RULS and self-regulated learning.