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Improving the writing performance of students with attention-deficit/hyperactivity disorder

Torri Ortiz Lienemann, University of Nebraska - Lincoln

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

Education, Special

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.
http://digitalcommons.unl.edu/dissertations/AAI3208084

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