TY - JOUR
T1 - Writing Characteristics of Students with Attention Deficit Hyperactive Disorder
T2 - A Meta-Analysis
AU - Graham, Stephen
AU - Fishman, Evan J.
AU - Reid, Robert
AU - Hebert, Michael
N1 - Publisher Copyright:
© 2016 The Division for Learning Disabilities of the Council for Exceptional Children.
PY - 2016/5/1
Y1 - 2016/5/1
N2 - Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta-analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta-analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (-0.78), output (-0.64), number of genre elements (-0.69), vocabulary (-0.76), spelling (-0.80), and handwriting (-0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone.
AB - Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta-analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta-analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (-0.78), output (-0.64), number of genre elements (-0.69), vocabulary (-0.76), spelling (-0.80), and handwriting (-0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone.
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U2 - 10.1111/ldrp.12099
DO - 10.1111/ldrp.12099
M3 - Article
AN - SCOPUS:84969812036
SN - 0938-8982
VL - 31
SP - 75
EP - 89
JO - Learning Disabilities Research and Practice
JF - Learning Disabilities Research and Practice
IS - 2
ER -