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Emami R, talepasand S, Rezaie A. Effect of Instructing Self-regulated Strategy on Writing essay of Children with Attention Deficit/ Hyperactivity Disorder. MEJDS. 2015; 5 :208-219
URL: http://jdisabilstud.ir/article-1-437-en.html
Abstract:   (10235 Views)

Objective: The present study was conducted with the aim of examining the effect of self-regulation learning strategies training on writing in children with Attention Deficient Disorder / Hyperactivity. Materials & Method: The study design was quasi-experimental with two groups, pre-test and post-test. Two elementary schools of Semnan were selected in an available way. SNAP-IV questionnaire (teacher’s form) ,Rutter’s Behavioral Disorder Questionnaire (teacher’s form), and Wechsler IQ Test were implemented. Essay Test was conducted on students who got cut-off score in attention deficit hyperactive disorder (ADHD) .30 students that the length of their essay was less than 100 words were included in study and were assigned into experimental and control groups. participants of experimental group received eight 60-minute sessions of self-regulation learning strategies training, but the participants of control group received no intervention. The scores of post-test and one-month follow-up were collected and data were analyzed using repeated measures variance analysis. Results: The findings showed that students' performance in all components of the study , including time of planning, time of writing, the length of the text, linking words, basic elements of the writing, and overall quality of the writing significantly improved. The one-month follow-up confirmed the sustainability of the taught strategies. Conclusion: Self-regulation learning strategies training can improve the components of the writing and its overall quality.

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Type of Study: Original Research Article | Subject: Rehabilitation
Received: 2014/12/16 | Accepted: 2015/02/4

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