University of Oviedo, Spain.
Nottingham Trent University, UK.
J Atten Disord. 2020 Oct;24(12):1735-1745. doi: 10.1177/1087054717707048. Epub 2017 May 10.
This study examined the relationship between ADHD and writing performance. Students in Grades 3 to 7, 84 with ADHD and 135 age- and gender-matched controls completed a writing task (including process logs), and measures of working memory and attention. Students with ADHD wrote texts of similar length but with poorer structure, coherence, and ideation. In all, 6.7% of the variance in writing quality was explained by whether or not the student had an ADHD diagnosis, after control for IQ and age-within-year, with ADHD students producing text that was less coherent, well structured, and ideationally rich, and spending less time thinking about and reviewing their text. Half of the effect on text quality could be attributed to working memory and sustained attention effects. ADHD has some effect on writing performance, which can, in part, be explained by working memory and attentional deficits.
本研究考察了注意力缺陷多动障碍（ADHD）与写作表现之间的关系。 来自 3 至 7 年级的 84 名 ADHD 学生和 135 名年龄和性别相匹配的对照组学生完成了一项写作任务（包括过程日志），以及工作记忆和注意力的测量。 ADHD 学生的写作文本长度相似，但结构、连贯性和构思较差。总的来说，在控制智商和年龄后，是否患有 ADHD 诊断可以解释写作质量差异的 6.7%，ADHD 学生的写作文本连贯性较差、结构较差、构思不丰富，并且花在思考和检查文本上的时间较少。文本质量一半的影响可以归因于工作记忆和持续注意力的影响。 ADHD 对写作表现有一定影响，这在一定程度上可以归因于工作记忆和注意力缺陷。
