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Improving the writing performance of students with attention-deficit/hyperactivity disorder
Abstract
The purpose of this study was to investigate the effects of an expository writing strategy implemented following the Self-Regulated Strategy Development Model on the writing skills of four students with Attention-Deficit/Hyperactive Disorder in 4th and 5th grade. The effect of instruction was evaluated using a multiple-baseline design. Instruction had a positive impact on students' writing. Student essays were longer, more complete, and qualitatively better. These findings were generally maintained over time.
Subject Area
Special education
Recommended Citation
Lienemann, Torri Ortiz, "Improving the writing performance of students with attention-deficit/hyperactivity disorder" (2006). ETD collection for University of Nebraska-Lincoln. AAI3208084.
https://digitalcommons.unl.edu/dissertations/AAI3208084