Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/20409
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DC Field | Value | Language |
---|---|---|
dc.contributor.author | Rodriguez, Celestino | en |
dc.contributor.author | Areces, Deborah | en |
dc.contributor.author | Garcia, Trinidad | en |
dc.contributor.author | Cueli, Marisol | en |
dc.contributor.author | Loew, Stephen | en |
dc.contributor.author | Gonzalez-Castro, Paloma | en |
dc.date.accessioned | 2017-04-12T09:49:00Z | - |
dc.date.issued | 2015 | - |
dc.identifier.citation | Insights on Learning Disabilities, 12(2), p. 121-146 | en |
dc.identifier.issn | 1949-1212 | en |
dc.identifier.uri | https://hdl.handle.net/1959.11/20409 | - |
dc.description.abstract | In this review, we discuss the historic evolution of ADHD research up until the present, and explain the actual theoretical models of writing in relation to ADHD and attention. Given the characterization of writing as a recursive process, and in order to show its relationship with attention disorders, examples of applicable writing models are also described. These models contribute to a far better understanding of the findings from empirical studies. Additionally, a review of the empirical research on ADHD and writing conducted in the last decades is presented. The conclusions obtained from this analytical review suggest a lack of empirical studies concerning writing and ADHD. Specifically, this shortfall is even more obvious in those studies that have focused on the relationship among written composition, processes followed by ADHD students during tasks, and the written products they construct. Only a few studies have been carried out in this context, however, they have approached the combined problem in a superficial way without examining it in detail. A review and analysis of the association between ADHD and writing learning difficulties is the most novel and fundamental element with respect to the theoretical contribution we herein present. | en |
dc.language | en | en |
dc.publisher | Learning Disabilities Worldwide | en |
dc.relation.ispartof | Insights on Learning Disabilities | en |
dc.title | ADHD and Writing Learning Disabilities: Overlapping Disorders and Educational Implications | en |
dc.type | Journal Article | en |
dc.subject.keywords | Medical and Health Sciences | en |
dc.subject.keywords | Educational Psychology | en |
dc.subject.keywords | Special Education and Disability | en |
local.contributor.firstname | Celestino | en |
local.contributor.firstname | Deborah | en |
local.contributor.firstname | Trinidad | en |
local.contributor.firstname | Marisol | en |
local.contributor.firstname | Stephen | en |
local.contributor.firstname | Paloma | en |
local.subject.for2008 | 170103 Educational Psychology | en |
local.subject.for2008 | 119999 Medical and Health Sciences not elsewhere classified | en |
local.subject.for2008 | 130312 Special Education and Disability | en |
local.subject.seo2008 | 929999 Health not elsewhere classified | en |
local.subject.seo2008 | 939999 Education and Training not elsewhere classified | en |
local.subject.seo2008 | 920401 Behaviour and Health | en |
local.profile.school | School of Psychology and Behavioural Science | en |
local.profile.email | sloew2@une.edu.au | en |
local.output.category | C1 | en |
local.record.place | au | en |
local.record.institution | University of New England | en |
local.identifier.epublicationsrecord | une-20170331-155133 | en |
local.publisher.place | United States of America | en |
local.format.startpage | 121 | en |
local.format.endpage | 146 | en |
local.peerreviewed | Yes | en |
local.identifier.volume | 12 | en |
local.identifier.issue | 2 | en |
local.title.subtitle | Overlapping Disorders and Educational Implications | en |
local.contributor.lastname | Rodriguez | en |
local.contributor.lastname | Areces | en |
local.contributor.lastname | Garcia | en |
local.contributor.lastname | Cueli | en |
local.contributor.lastname | Loew | en |
local.contributor.lastname | Gonzalez-Castro | en |
dc.identifier.staff | une-id:sloew2 | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.profile.role | author | en |
local.identifier.unepublicationid | une:20605 | en |
dc.identifier.academiclevel | Academic | en |
local.title.maintitle | ADHD and Writing Learning Disabilities | en |
local.output.categorydescription | C1 Refereed Article in a Scholarly Journal | en |
local.search.author | Rodriguez, Celestino | en |
local.search.author | Areces, Deborah | en |
local.search.author | Garcia, Trinidad | en |
local.search.author | Cueli, Marisol | en |
local.search.author | Loew, Stephen | en |
local.search.author | Gonzalez-Castro, Paloma | en |
local.uneassociation | Unknown | en |
local.year.published | 2015 | en |
local.subject.for2020 | 520102 Educational psychology | en |
local.subject.for2020 | 329999 Other biomedical and clinical sciences not elsewhere classified | en |
local.subject.for2020 | 390407 inclusive education | en |
local.subject.seo2020 | 200401 Behaviour and health | en |
Appears in Collections: | Journal Article |
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