Article2008

Using Self-Regulated Strategy Development to Improve Expository Writing with Students with Attention Deficit Hyperactivity Disorder

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Writing and Handwriting Education Innovative Teaching and Learning Methods Behavioral and Psychological Studies

Abstract

This study investigated the effects of an expository writing strategy implemented using the Self-Regulated Strategy Development model on the writing skills of four, 4th- and 5th-grade students with attention deficit hyperactivity disorder. Instruction had a pronounced positive effect on students' writing. Student essays were longer and more complete. Holistic quality ratings were in the normal range. Findings were generally maintained over time.

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References

2000Diagnostic and Statistical Manual of Mental Disorders.1999Wechsler Abbreviated Scale of Intelligence 1983Single-case research designs: Methods for clinical and applied settings 2005Handbook of Writing Research 2001Wechsler Individual Achievement Test 1998Summarizing Single-Subject Research 2004Handbook of Learning Disabilities 1999Making the Writing Process Work: Strategies for Composition and Self Regulation

Cited by

2010Improving the Persuasive Essay Writing of High School Students with ADHD 2012Meta-Analysis of Single-Case Design Research on Self-Regulatory Interventions for Academic Performance

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