Re Anna Maria, Pedron Martina, Cornoldi Cesare
University of Padova, Italy.
J Learn Disabil. 2007 May-Jun;40(3):244-55. doi: 10.1177/00222194070400030501.
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.
三组被教师认为有注意力缺陷多动障碍（ADHD）症状的不同年龄段儿童以及匹配的对照组儿童，在一系列源自标准化写作测试的表达性写作任务中接受了测试。在第一项研究中，24名患有ADHD症状的六年级和七年级儿童对一幅图像进行了描述。ADHD组的表达性写作比对照组差，且错误数量更多，主要涉及重音和双辅音。第二项研究通过用另一项描述任务测试患有ADHD症状的较年幼儿童组和对照组，用言语描述替代图片刺激，证明了该效应的普遍性。第三项研究用另一种写作任务——要求写一篇记叙文，扩展了先前的观察结果。在所有这三项研究中，患有ADHD症状的儿童在四个质量参数（充分性、结构、语法和词汇）上的得分低于对照组，写出的文本更短，且错误更多。这些研究表明，患有ADHD症状的儿童在写作方面——包括拼写和表达——也存在学业困难，而且这些困难扩展到了不同的任务和年龄段。
