A Comparative Study on Writing Skills Achievement in 151 Grade Elementary Students with and without Attention Deficit/Hyperactivity Disorder

This comparative research studies writing skills in the grade elementary students with and without attention deficit hyperactivity disorder (ADHD) in Fasa. Utilizing a cluster sampling procedure, from 6 schools 60 students were recruited (30 for comparison, and 30 for exposure group}. Students with ADHD from these groups (l Sboys, 15girles) have been selected applying DSM IV-TR (2000) and Conner's scale. The instrument used for writing skills was Writing Skills Improvement Test for Ggrade Elementary. The findings showed that normal e, students have a belier ability in writing (dictation & §' compositioni.Also, the findings displayed that ADHD-1 subgroup had the weakest ability in these skills. No gender difference was observed in the both groups. Furthermore, a high correlation was found between DSM IV-TR (2000) and Conner's scale, but there is not meaning relationship between writing skills and variations of disorder. This study concludes that students with ADHD have significant difficulties in some aspects of writing.