Dissertation/Thesis Abstract

The effects of self-regulated strategy development on the narrative writing of elementary students with ADHD
by Brown, David J., M.S.Ed., Western Illinois University, 2016, 31; 10117228
Abstract (Summary)

The purpose of this research was to improve the narrative writing of elementary students with Attention-Deficit Hyperactivity Disorder (ADHD). Research has indicated that students with ADHD were generally more likely to achieve academically at a level below their intellectual ability. As many as 65 percent of students with ADHD meet the qualifications for a learning disability in the area of writing. A literature review was conducted to identify evidence-based writing strategies for students with disabilities, and more specifically, ADHD. Self-Regulated Strategy Development (SRSD) is an evidence-based writing strategy for students with ADHD. SRSD has been shown to increase the length of student writing, increase the use of story parts in narrative writings, and improve the holistic quality of student compositions. One 4th and two 5th grade students’ writing samples were scored before and after learning a SRSD writing strategy and the results were measured. All three students demonstrated positive growth in use of story parts, and holistic quality and two of three students wrote longer stories.

Indexing (document details)
Advisor: Anderson, Christine J.
Commitee: Jensen, Mary M., Massey, Susan L.
School: Western Illinois University
Department: Special Education
School Location: United States -- Illinois
Source: MAI 55/04M(E), Masters Abstracts International
Subjects: Special education
Keywords: ADHD, SRSD, Writing
Publication Number: 10117228
ISBN: 978-1-339-78631-5
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