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The Journal of Educational Research Volume 95, 2001 - Issue 1
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Original Articles

Teaching Writing to Students With Attention Deficit Disorders and Specific Language Impairment

Susan De la Paz Santa Clara University
Pages 37-47 | Published online: 01 Apr 2010

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Alexander K. Ledbetter, McKay Moore Sohlberg, Stephen F. Fickas, Mark A. Horney & Kent McIntosh. (2019) Evaluation of a computer-based prompting intervention to improve essay writing in undergraduates with cognitive impairment after acquired brain injury. Neuropsychological Rehabilitation 29:8, pages 1226-1255.
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Laura Thompson Jacobson & Robert Reid. (2012) Improving the Writing Performance of High School Students with Attention Deficit/Hyperactivity Disorder and Writing Difficulties. Exceptionality 20:4, pages 218-234.
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LindaH. Mason, KarenR. Harris & Steve Graham. (2011) Self-Regulated Strategy Development for Students With Writing Difficulties. Theory Into Practice 50:1, pages 20-27.
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Richard Andrews, Carole Torgerson, Graham Low & Nick McGuinn. (2009) Teaching argument writing to 7‐ to 14‐year‐olds: an international review of the evidence of successful practice. Cambridge Journal of Education 39:3, pages 291-310.
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BrandonW. Monroe & GaryA. Troia. (2006) Teaching Writing Strategies to Middle School Students With Disabilities. The Journal of Educational Research 100:1, pages 21-33.
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Jody Sherman, Carmen Rasmussen & Lola Baydala. (2006) Thinking Positively: How Some Characteristics of ADHD Can Be Adaptive and Accepted in the Classroom. Childhood Education 82:4, pages 196-200.
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Articles from other publishers (41)

Allyson Pitzel, Sara Sanders, Kristine Jolivette & Lauren Hart Rollins. 2022. Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching. Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching 23 42 .
Mei Shen. 2022. Intersections of Diversity, Literacy, and Learner Difficulties. Intersections of Diversity, Literacy, and Learner Difficulties 57 80 .
Alyson A. Collins, Stephen Ciullo, Steve Graham, Lisa L. Sigafoos, Sara Guerra, Marie David & Laura Judd. (2021) Writing expository essays from social studies texts: a self-regulated strategy development study. Reading and Writing 34:7, pages 1623-1651.
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Steve Graham, Michael Hebert, Evan Fishman, Amber B. Ray & Amy Gillespie Rouse. (2020) Do Children Classified With Specific Language Impairment Have a Learning Disability in Writing? A Meta-Analysis. Journal of Learning Disabilities 53:4, pages 292-310.
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Nelba Maria Teixeira Pisacco, Yasmini Lais Spindler Sperafico, Jacqueline Raquel Bianchi Enricone, Luciano Santos Pinto Guimarães, Luis Augusto Rohde & Beatriz Vargas Dorneles. (2018) Metacognitive interventions in text production and working memory in students with ADHD. Psicologia: Reflexão e Crítica 31:1.
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Matthew C Zajic, Nancy McIntyre, Lindsay Swain-Lerro, Stephanie Novotny, Tasha Oswald & Peter Mundy. (2016) Attention and written expression in school-age, high-functioning children with autism spectrum disorders. Autism 22:3, pages 245-258.
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Cheri Williams. (2018) Learning to Write With Interactive Writing Instruction. The Reading Teacher 71:5, pages 523-532.
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Mei Shen & Gary A. Troia. (2017) Teaching Children With Language-Learning Disabilities to Plan and Revise Compare–Contrast Texts. Learning Disability Quarterly 41:1, pages 44-61.
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Gerard H. Poll, Lisa Burke, Carol A. Miller & Judy Fiene. (2016) Prognostic Indicators: Predicting Degree of Change From Interventions for Adolescents at Risk for Language Weakness. Communication Disorders Quarterly 38:4, pages 219-230.
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Yasaman Rouhani, Asghar Moulavi Nafchi & Seyyed Mehdi Ziaee. (2016) Applying Different Interventions to Teach Writing to Students with Disabilities: A Review Study. Theory and Practice in Language Studies 6:4, pages 733.
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Osnat O. Fellus & Daniel P. Fellus. 2016. Special and Gifted Education. Special and Gifted Education 302 321 .
Osnat O. Fellus & Daniel P. Fellus. 2016. Challenges Surrounding the Education of Children with Chronic Diseases. Challenges Surrounding the Education of Children with Chronic Diseases 117 136 .
Anya S. Evmenova, Kelley Regan, Andrea Boykin, Kevin Good, Melissa Hughes, Nichole MacVittie, Donna Sacco, Soo Y. Ahn & David Chirinos. (2015) Emphasizing Planning for Essay Writing With a Computer-Based Graphic Organizer. Exceptional Children 82:2, pages 170-191.
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Lisa Archibald. 2015. Specific Language Impairment. Specific Language Impairment 287 318 .
Karen J. Derefinko, Angela Hayden, Margaret H. Sibley, Jake Duvall, Richard Milich & Elizabeth P. Lorch. (2014) A Story Mapping Intervention to Improve Narrative Comprehension Deficits in Adolescents with ADHD. School Mental Health 6:4, pages 251-263.
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Juan C. Ripoll Salceda, Celia Chasco Goñi & Javier Azcárate Ayarra. (2013) Mejora de la redacción de textos argumentativos mediante estrategias autorreguladas. Pulso. Revista de educación:36, pages 175-187.
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Ariane B. Schneider, Robin S. Codding & Georgiana S. Tryon. (2013) Comparing and Combining Accommodation and Remediation Interventions to Improve the Written-Language Performance of Children With Asperger Syndrome. Focus on Autism and Other Developmental Disabilities 28:2, pages 101-114.
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ANA MIRANDA CASAS, MANUEL SORIANO FERRER & INMACULADA BAIXAULI FORTEA. (2011) Written composition performance of students with attention-deficit/hyperactivity disorder. Applied Psycholinguistics 34:3, pages 443-460.
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Shawna Petersen-Brown, Abbey C. Karich & Frank J. Symons. (2012) Examining Estimates of Effect Using Non-Overlap of All Pairs in Multiple Baseline Studies of Academic Intervention. Journal of Behavioral Education 21:3, pages 203-216.
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Jessica L. Hagaman, Kathryn J. Casey & Robert Reid. (2010) The Effects of the Paraphrasing Strategy on the Reading Comprehension of Young Students. Remedial and Special Education 33:2, pages 110-123.
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Robert Reid. 2012. Classroom Behavior, Contexts, and Interventions. Classroom Behavior, Contexts, and Interventions 71 94 .
Raol J. Taft & Linda H. Mason. (2010) Examining Effects of Writing Interventions. Remedial and Special Education 32:5, pages 359-370.
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Linda H. Mason & Richard M. Kubina. 2011. Assessment and Intervention. Assessment and Intervention 295 319 .
Laura Thompson Jacobson & Robert Reid. (2010) Improving the Persuasive Essay Writing of High School Students with ADHD. Exceptional Children 76:2, pages 157-174.
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Annette K. GriffithKristin Duppong Hurley & Jessica L. Hagaman. (2008) Treatment Integrity of Literacy Interventions for Students With Emotional and/or Behavioral Disorders. Remedial and Special Education 30:4, pages 245-255.
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Scott K. Baker, David J. Chard, Leanne R. Ketterlin-Geller, Chanisa Apichatabutra & Christian Doabler. (2009) Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development. Exceptional Children 75:3, pages 303-318.
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Anna Maria Re, Monica Caeran & Cesare Cornoldi. (2008) Improving Expressive Writing Skills of Children Rated for ADHD Symptoms. Journal of Learning Disabilities 41:6, pages 535-544.
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Torri Ortiz Lienemann & Robert Reid. (2008) Using Self-Regulated Strategy Development to Improve Expository Writing with Students with Attention Deficit Hyperactivity Disorder. Exceptional Children 74:4, pages 471-486.
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Annette K. Griffith, Alexandra L. Trout, Jessica L. Hagaman & John Harper. (2017) Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005. Behavioral Disorders 33:3, pages 124-140.
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Linda H. Mason & Steve Graham. (2008) Writing Instruction for Adolescents with Learning Disabilities: Programs of Intervention Research. Learning Disabilities Research & Practice 23:2, pages 103-112.
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Monica E. Delano. (2016) Use of Strategy Instruction to Improve the Story Writing Skills of a Student With Asperger Syndrome. Focus on Autism and Other Developmental Disabilities 22:4, pages 252-258.
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Alexandra L. TroutTorri Ortiz Lienemann, Robert Reid & Michael H. Epstein. (2016) A Review of Non-Medication Interventions to Improve the Academic Performance of Children and Youth With ADHD. Remedial and Special Education 28:4, pages 207-226.
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Monica E. Delano. (2007) IMPROVING WRITTEN LANGUAGE PERFORMANCE OF ADOLESCENTS WITH ASPERGER SYNDROME. Journal of Applied Behavior Analysis 40:2, pages 345-351.
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Moira Konrad & Katherine Trela. (2007) GO 4 it … Now!. TEACHING Exceptional Children 39:4, pages 42-51.
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Robert Reid & Torri Ortiz Lienemann. (2016) Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder. Exceptional Children 73:1, pages 53-68.
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Ruya Guzel-Ozmen. (2016) The Effectiveness of Modified Cognitive Strategy Instruction in Writing with Mildly Mentally Retarded Turkish Students. Exceptional Children 72:3, pages 281-297.
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Karen R. Harris, Steve Graham & Linda H. Mason. (2016) Improving the Writing, Knowledge, and Motivation of Struggling Young Writers: Effects of Self-Regulated Strategy Development With and Without Peer Support. American Educational Research Journal 43:2, pages 295-340.
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John WestMyra Taylor, Stephen Houghton & Shirlene Hudyma. (2016) A Comparison of Teachers’ and Parents’ Knowledge and Beliefs About Attention-Deficit/Hyperactivity Disorder(ADHD). School Psychology International 26:2, pages 192-208.
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Steve GrahamKaren R. Harris. (2016) Improving the Writing Performance of Young Struggling Writers. The Journal of Special Education 39:1, pages 19-33.
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Susan De La Paz & Steve Graham. (2002) Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms.. Journal of Educational Psychology 94:4, pages 687-698.
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Nicola Botting, Wendy McCracken & Gina Conti-Ramsden. (2002) Standard assessment tasks and children with a history of specific language impairment: Evidence of residual learning difficulties in relation to junior school placement. Educational and Child Psychology 19:4, pages 4-15.
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