Using Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit Hyperactivity Disorder

Autor/inn/en	Reid, Robert; Hagaman, Jessica L.; Graham, Steve
Titel	Using Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit Hyperactivity Disorder
Quelle	In: Learning Disabilities: A Contemporary Journal, 12 (2014) 1, S.21-42 (22 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Attention Deficit Hyperactivity Disorder; Writing Skills; Learning Strategies; Writing (Composition); Writing Instruction; Reading Strategies; Literature Reviews; Sampling; Research Methodology; Essays; Instructional Effectiveness; Self Control; Student Characteristics; Educational Environment; Effect Size; Elementary School Students; Secondary School Students + Suchen Sie Ihr Suchwort? Writing skill; Schreibfertigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schreibübung; Schreibunterricht; Reading strategy; Leselernstufe; Lesetechnik; Research method; Forschungsmethode; Essay; Aufsatzunterricht; Unterrichtserfolg; Selbstbeherrschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Sekundarschüler
Abstract	This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures. Though only 27 participants were included in the studies located, they were generally representative of the population of students with ADHD. Only a small number of writing strategies were tested with students with ADHD, and the great majority of studies focused on essay writing. SRSD had marked effect on outcome measures. After instruction, compositions were more complete, longer, and of higher quality. Planning time and writing time also increased. Directions for future research and implications for practice are discussed. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06