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ERIC Number: EJ1417093
Record Type: Journal
Publication Date: 2024
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0734-2829
EISSN: EISSN-1557-5144
Assessing an Extended Version of the Not-so-Simple View of Writing Model in School-Aged Students with Attention-Deficit/Hyperactivity Disorder
Michael Matta
Journal of Psychoeducational Assessment, v42 n2 p207-222 2024
Students with Attention-Deficit/Hyperactivity Disorder (ADHD) are struggling writers. Yet no comprehensive model has been validated to explain their poor writing outcomes. This study aims to test whether an extended version of the Not-So-Simple View of Writing (NSVW) model can describe the effects of key abilities on writing performance in students with ADHD. The sample included students with and without ADHD who completed cognitive and academic measures in the Colorado Twin Project. A Multi-Group Structural Equation Model approach revealed that multiple broad cognitive abilities predicted student writing performance and basic writing skills predicted more advanced writing skills. Model fit was excellent both for a model with writing as a single latent variable (fully latent) and as interrelated manifest variables (partially latent). Furthermore, students with and without ADHD demonstrated comparable patterns of relationships among the variables in the model. Implications for the assessment of writing difficulties in students with ADHD are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Colorado
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children; Wechsler Adult Intelligence Scale; Peabody Picture Vocabulary Test; Peabody Individual Achievement Test; Wide Range Achievement Test; Woodcock Johnson Tests of Achievement
Grant or Contract Numbers: N/A