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All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 8 of 8 1 Achieving Learning Regulation Support: How a Socially Shared Approach Fits, Functions, and Thrives Faith, Laurie Christine. - : University of Toronto, 2022 BASE Show details 2 Using Assistive Technology To Facilitate Idea Generation in Writing For School Aged Children Wall, Francis James. - 2020 BASE Show details 3 Dwelling is Telling: Ruminating over School Challenges can Affect how Students with Strong Executive Skills Perform in Math Kang, Melissa. - 2019 BASE Show details 4 Using the Simple View of Reading to Examine Reading Comprehension Proficiency in Youth With and Without Attention Deficit Hyperactivity Disorder Mackenzie, Genevieve Brooke. - 2019 BASE Show details 5 Writing Abilities of Adolescents with and without ADHD and the Role of Inattention McEwen, Elizabeth. - 2017 BASE Show details 6 Naming speed and reading: from prediction to instruction Kirby, John R.; Georgiou, George K.; Martinussen, Rhonda... In: Reading research quarterly. - Hoboken, NJ : Wiley Subscription Services 45 (2010) 3, 341-362 BLLDB Show details 7 Inattention and Written Expression Difficulties in Children with Normal and Poor Word-reading Skills Zapparoli, Erika. - 2009 BASE Show details 8 Inattention and Written Expression Difficulties in Children with Normal and Poor Word-reading Skills Zapparoli, Erika. - NO_RESTRICTION Abstract: This study examined written expression skills in children with attention problems with and without word reading difficulties. The sample consisted of 28 children with attention problems (AP) only, 18 children with coexisting attention and reading problems (ARP), and 34 children without attention or word reading difficulties (TYP). Curriculum-based measurement (CBM) indices of accuracy and fluency, plus teacher ratings of handwriting, spelling, and overall writing skills were used to assess children’s written expression skills. The analyses indicated that the AP and ARP groups received significantly lower scores on all measures of written expression than the TYP group. The ARP group scored significantly lower than the AP group on the teacher ratings of writing and spelling. These findings suggest that inattention is significantly related to written expression difficulties independent of word-reading skills. ; MAST Keyword: 0525; 0620; Inattention; Learning; Literacy; Reading; Written expression URL: http://hdl.handle.net/1807/18088 BASE Hide details

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