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This study examined the effectiveness of persuasive writing instruction using the Self- Regulated Strategy Development (SRSD) model with high school students identified with Attention Deficit/Hyperactivity Disorder (ADHD). Four students in grades 10 and 11 received one-to-one instruction in planning and persuasive essay writing. Instruction had a pronounced positive effect on students’ writing. Essays were longer, more complete, and of higher holistic quality. Additional increases were seen in planning time, writing time, and the number of included transitional words and phrases.
Advisor: Robert Reid