Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit/Hyperactivity Disorder

By R. Reid, Torri Ortiz Lienemann. 2006

103 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/d8619460e7f43cce052106598f716be662a06d33

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In Developmental and Educational Psychology

In Education

In Psychiatry and Mental health

Citations in the corpus

Self-Regulated Strategy Development for Students With Writing Difficulties (2011, background): “In five studies, researchers have documented the effectiveness of SRSD for story and/or persuasive writing for students with ADHD in grades 2 through 12 (De La Paz, 2001; Jacobson & Reid, 2010; Lienemann, Graham, LeaderJanssen, & Reid, 2006; Lienemann & Reid, 2008; Reid & Lienemann, 2006).”
Teaching Writing to At-Risk Students: The Quality of Evidence for Self-Regulated Strategy Development (2009, background): “Three studies (Lienemann et al., 2006; Mason et al.; Reid & Lienemann, 2006) also met the minimum score for six of the seven indicators, but received less than the minimum score on the indicator related to the quality of the description of the baseline condition.”
Planning Instruction and Self-Regulation Training: Effects on Writers with Autism Spectrum Disorders (2010, background): “…research with children with learning disabilities (Saddler et al., 2004), with attention deficit 111Exceptional Children hyperactivity disorder (Reid & Lienemann, 2006), and students at risk for emotional and behavioral disorders who were poor writers (Lane, Graham, Harris, & Weisenbach, 2006).”
Quality of Language and Literacy Instruction in Preschool Classrooms Serving At-Risk Pupils. (2008, methodology): “Curriculum description—MTP-LL provides a 36-week scope and sequence for six targets of instruction, with selection of the targets informed by the work of the National Early Literacy Panel (see Lonigan, 2006), meta-analyses by Hammill (2004) and Scarborough (2002), and longitudinal studies of the rel”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, background): “However, since we excluded studies of participants with clinically diagnosed problems for both metacognition and self-regulation, we also excluded studies in SRL, although they were rare (e.g., Reid and Lienemann 2006).”