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Improving the writing performance of high school students with Attention Deficit /Hyperactivity Disorder and writing difficulties

Laura Thompson Jacobson, University of Nebraska - Lincoln

Abstract

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.^

Subject Area

Education, Educational Psychology|Education, Special|Education, Secondary

Recommended Citation

Jacobson, Laura Thompson, "Improving the writing performance of high school students with Attention Deficit /Hyperactivity Disorder and writing difficulties" (2009). ETD collection for University of Nebraska - Lincoln. AAI3369352.
http://digitalcommons.unl.edu/dissertations/AAI3369352

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