**6. References**

62 Learning Disabilities

gives us a hint to a relation between ADHD and written composition. Within this relation it seems as if the average of the processes is what is most important, and is what the process of written composition demands of the child's capacity to remain until the achievement of finalizing the writing task. It also introduces us to the approximation to the concept s*luggish cognitive tempo*, as the one where the subtype inattentive is developed and which is the most

According to recent research, we previously mentioned the executive central, and based on that we could say that there is an increasing relation between working memory and attention when it comes to carrying out of a task. So, the influence of the measurements of the working memory and the measurements of the writing process and product seem to coincide with each other, an area which should be stressed in future research, give us a total of the measurements in terms of carrying out a task – and then contrast this effect with the

In short, complexity of written composition is proven by the influence of several neuropsychological factors, which makes this a complex task. Also, these factors should be studied profoundly, as for example the ones used in this research; attention, working memory and indicators of ADHD - opening up for research on the intervention in writing and propounding the use of these factors in the instruction. Finally, ADHD is a disorder which has often other problems added, such as LD in writing. We wanted to verify this relation through the influence of the criteria DSM-IV on ADHD, under the perspective of the teacher, in the measurements of written composition with hopeful results. Parameters such as coherence, productivity and structure are affected, indicating that the influence is not merely a simple theoretical approximation but that the two concepts of ADHD and written composition are really close to each other; we only need to quantify and put limitations to

Therefore, in the future, the scientific community should pay attention to the writing problems those children with ADHD experience. Moreover, a theoretical model which accounts for the problems of both syndromes may be necessary. This could also provide the key to possible writing instructional programs that would respond to the needs of this kind of student with ADHD and LD, all from a psycho-educational point of view. Finally it is very important to emphasize the idea of co-morbidity between ADHD and writing LD, and consider a writing cognitive design, specifically for the children with both disorders. This group presented greater difficulties in the measures of attention, working memory and writing, than if we consider the sum of the separate problems experienced by the ADHD group and writing LD group. Thus, for this joint group the difficulties are not simply added rather they interact to the detriment of the child in a similar way as occurs for other subjects

Many researches study the links of ADHD through large bases of data (Smith & Adams, 2006), but there are few ones that are done through the practice, where samples of children that have been diagnosed are studied – describing and analyzing profoundly their problems. We also know, through the empiric research on the subject that very few of these studies are concerned with the link or overlap between ADHD and written composition. In this chapter, we aim to fill some of the existing gaps with the conclusions

probable to express LD (Aaron, Joshi, Palmer, Smith, & Kirby, 2002).

measurements of written composition.

such math or reading (Rodriguez et al., 2009c).

this relation.

we have drawn.


Attention Deficit Hyperactivity Disorder (ADHD) and Writing Learning Disabilities 65

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**Part 2** 

**Diagnosis and Interventions** 

 **of Learning Disabilities**

