Effects of ADHD on writing composition product and process in school-age students

Tools

Rodriguez, C., Torrance, M. ORCID: 0000-0002-5305-4315, Betts, L. ORCID: 0000-0002-6147-8089, Cerezo, R. and García, T., 2020. Effects of ADHD on writing composition product and process in school-age students. Journal of Attention Disorders, 24 (12), pp. 1735-1745. ISSN 1087-0547

Preview

Text
8317_Betts.pdf - Post-print
Download (437kB) | Preview

Official URL: http://doi.org/10.1177/1087054717707048

Abstract

Objective: This study examined the relationship between ADHD and writing performance. Method: Students in Grades 3 to 7, 84 with ADHD and 135 age and gender-matched controls completed a writing task (including process logs), and measures of, working memory and attention. Results: Students with ADHD wrote texts of similar length but with poorer structure, coherence and ideation. 6.7% of the variance in writing quality was explained by whether or not the student had an ADHD diagnosis, after control for IQ and age-within-year, with students with ADHD producing text that was less coherent, well structured, and ideationally rich and to spend less time thinking about and reviewing their text. Half of the effect on text quality could be attributed to working memory and sustained attention effects. Conclusions: ADHD has some effect on writing performance which can, in part, be explained by working memory and attentional deficits.

Item Type:

Journal article

Alternative Title:

Effects of Attention-Deficit/Hyperactivity Disorder on writing composition product and process in school age students

Publication Title:

Journal of Attention Disorders

Creators:

Rodriguez, C., Torrance, M., Betts, L., Cerezo, R. and García, T.

Publisher:

Sage

Date:

1 October 2020