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Improving the writing performance of...

Lienemann, Torri Ortiz.

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Improving the writing performance of students with attention-deficit/hyperactivity disorder.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Improving the writing performance of students with attention-deficit/hyperactivity disorder./
Author:	Lienemann, Torri Ortiz.
Description:	107 p.
Notes:	Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0519.
Contained By:	Dissertation Abstracts International67-02A.
Subject:	Education, Special. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3208084
ISBN:	9780542562778

Improving the writing performance of students with attention-deficit/hyperactivity disorder.
Lienemann, Torri Ortiz.

Improving the writing performance of students with attention-deficit/hyperactivity disorder. - 107 p.

Source: Dissertation Abstracts International, Volume: 67-02, Section: A, page: 0519.

Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2006.

The purpose of this study was to investigate the effects of an expository writing strategy implemented following the Self-Regulated Strategy Development Model on the writing skills of four students with Attention-Deficit/Hyperactive Disorder in 4th and 5th grade. The effect of instruction was evaluated using a multiple-baseline design. Instruction had a positive impact on students' writing. Student essays were longer, more complete, and qualitatively better. These findings were generally maintained over time.

ISBN: 9780542562778Subjects--Topical Terms:

606639
Education, Special.

Improving the writing performance of students with attention-deficit/hyperactivity disorder.
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245 1 0 $a Improving the writing performance of students with attention-deficit/hyperactivity disorder.
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500 $a Adviser: Robert Reid.
502 $a Thesis (Ph.D.)--The University of Nebraska - Lincoln, 2006.
520 $a The purpose of this study was to investigate the effects of an expository writing strategy implemented following the Self-Regulated Strategy Development Model on the writing skills of four students with Attention-Deficit/Hyperactive Disorder in 4th and 5th grade. The effect of instruction was evaluated using a multiple-baseline design. Instruction had a positive impact on students' writing. Student essays were longer, more complete, and qualitatively better. These findings were generally maintained over time.
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