ADHD Expressive Writing Difficulties of ADHD Children: When Good Declarative Knowledge Is Not Sufficient

Autor/inn/en	Re, Anna Maria; Cornoldi, Cesare
Titel	ADHD Expressive Writing Difficulties of ADHD Children: When Good Declarative Knowledge Is Not Sufficient
Quelle	In: European Journal of Psychology of Education, 25 (2010) 3, S.315-323 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-2928
DOI	10.1007/s10212-010-0018-5
Schlagwörter	Writing Difficulties; Attention Deficit Hyperactivity Disorder; Expressive Language; Grade 3; Grade 4; Grade 5; Cognitive Ability; Writing (Composition); Letters (Correspondence); Symptoms (Individual Disorders); Control Groups; Vocabulary; Grammar; Metacognition; Tests + Suchen Sie Ihr Suchwort? Schreibstörung; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Denkfähigkeit; Schreibübung; Brief; Psychiatrische Symptomatik; Wortschatz; Grammatik; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Examination; Prüfung; Examen
Abstract	A large body of evidence shows that many of the academic difficulties Attention Deficit Hyperactivity Disorder (ADHD) children have may be related to their problems in executive control. However, the particular case of expressive writing has not been deeply explored. The present study examines the typical school exercise of writing a letter. Participants were 33 third, fourth, and fifth graders referred by teachers for the presence of ADHD symptoms plus 33 controls. The task consisted of describing an aspect of their life in the form of a letter. Texts of ADHD children were poorer than those of the controls for structure, vocabulary, grammar, length, and accuracy. Furthermore, the difference persisted even when a guide was used to support the writing task. However, the two groups were not significantly different in a metacognitive test measuring knowledge on critical factors affecting expressive writing. Results show that ADHD children may encounter severe difficulties in expressive writing that are not due to differences in knowledge about how to write. Educational implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10