Expressive Writing Difficulties in Children Described as Exhibiting ADHD Symptoms
Expressive Writing Difficulties in Children Described as Exhibiting ADHD Symptoms
复制标题
表现出多动症症状的儿童表达性写作困难
DOI：
--
复制
发表时间：
2007
影响因子：
3
通讯作者：
C. Cornoldi
中科院分区：
文献类型：
--
作者：
A. Re;Martina Pedron;C. Cornoldi
三组不同年龄的儿童谁被认为是他们的老师表现出注意力缺陷/多动障碍（ADHD）的症状和匹配的控制进行了测试，在一系列的表达性写作任务，来自标准化的写作测试。在第一项研究中，24名患有ADHD症状的六年级和七年级儿童写下了一幅图像的描述。ADHD组的表达性书写比对照组差，并且与更多的错误相关，主要是关于口音和双生。第二项研究通过测试患有ADHD症状的儿童和对照组的儿童，用另一个描述任务来显示效果的一般性，其中口头描述取代了图片刺激。第三个研究扩展了先前的观察与另一种类型的写作任务，要求写一个叙事文本。在这三项研究中，有ADHD症状的儿童在四个定性参数（充足性、结构、语法和词汇）上的得分低于对照组，产生了更短的文本，犯了更多的错误。这些研究表明，有多动症症状的儿童在书写方面也有学习困难，包括拼写和表达，而且这些困难延伸到不同的任务和年龄。
Three groups of children of different ages who were considered by their teachers as showing symptoms of attention-deficit/hyperactivity disorder (ADHD) and matched controls were tested in a series of expressive writing tasks, derived from a standardized writing test. In the first study, 24 sixth- and seventh-grade children with ADHD symptoms wrote a description of an image. The ADHD group's expressive writing was worse than that of the control group and associated with a higher number of errors, mainly concerning accents and geminates. The second study showed the generality of the effect by testing younger groups of children with ADHD symptoms and controls with another description task where a verbal description was substituted for the picture stimulus. The third study extended the previous observations with another type of writing task, the request of writing a narrative text. In all the three studies, children with ADHD symptoms scored lower than controls on four qualitative parameters (adequacy, structure, grammar, and lexicon), produced shorter texts, and made more errors. These studies show that children with ADHD symptoms have school difficulties also in writing—both in spelling and expression—and that these difficulties are extended to different tasks and ages.