How do students with attention-deficit/hyperactivity disorders and writing learning disabilities differ from their nonlabeled peers in the ability to compose texts?

This comparative study investigated the productivity and the process of written composition in students with and without disabilities between 8 and 16 years of age. Participants were assigned to four groups as follows: (a) 59 with both attention-deficit/hyperactivity disorders (ADHD) and writing lea...

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