Using Self-Regulated Strategy Development to Improve Expository Writing with Students with Attention Deficit Hyperactivity Disorder

Abstract

This study investigated the effects of an expository writing strategy implemented using the Self-Regulated Strategy Development model on the writing skills of four, 4th- and 5th-grade students with attention deficit hyperactivity disorder. Instruction had a pronounced positive effect on students' writing. Student essays were longer and more complete. Holistic quality ratings were in the normal range. Findings were generally maintained over time.