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ERIC Number: EJ897476
Record Type: Journal
Publication Date: 2010-Sep
Pages: 9
Abstractor: As Provided
Reference Count: 26
ISBN: N/A
ISSN: ISSN-0256-2928
ADHD Expressive Writing Difficulties of ADHD Children: When Good Declarative Knowledge Is Not Sufficient
Re, Anna Maria; Cornoldi, Cesare
European Journal of Psychology of Education, v25 n3 p315-323 Sep 2010
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.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A