Un análisis de los modelos teóricos actuales de escritura y su relación con el Trastorno por Déficit de Atención e Hiperactividad (TDAH)

  1. Rodríguez Pérez, Celestino 1
  2. González Castro, Paloma 1
  3. Álvarez Pérez, Luis 1
  4. Cerezo Menéndez, Rebeca 1
  5. García Sánchez, Jesús Nicasio
  6. González-Pienda García, Julio Antonio 1
  7. Álvarez García, David 1
  8. Bernardo Gutiérrez, Ana Belén 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Journal:
Papeles del psicólogo

ISSN: 0214-7823,  1886-1415

Year of publication: 2010

Issue Title: Rol profesional del psicólogo educativo; psicología de la educación en I+D+i

Volume: 31

Issue: 2

Pages: 211-220

Type: Article

DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Papeles del psicólogo

Abstract

Understanding writing as a recursive tool, we pretends explore theoretical base of the principal different models of writing, and also how these models are related to Attention Deficit and Hyperactivity Disorder (ADHD). We hope to establish a thoughtful connection between writing and the difficulties of ADHD, due to the scarcity of literature on this subject. Also, we establish a theoretical relationship between the theory of writing and the current theory of ADHD models. Within these models, and taking into account that is a textual review of the key cognitive processes in writing. We will emphasize two concrete models referring to the process of revising, with the aim of extending the theoretical vision and exemplify the difficulties of children with ADHD in a concret process of writing.

Bibliographic References

  • Adi-Japha, E., Landau, Y. E., Fenkel, L., Teicher, M., Gross-Tsur, V., y Shalev, R. S. (2007). ADHD and dysgraphia: underlying mechanisms. Cortex; A journal Devoted to the Study Of the Nervous System and Behavior, 43(6), 700-709.
  • Alamargot, D., y Chanquoy, L. (2001). Through the models of Writing. Kluwer Academic Puvlishers Dordrecht.
  • Arias, O., y García, J. N. (2008). Implicaciones educativas de los modelos teóricos del proceso de revisión textual. Papeles del Psicólogo, 29(2), 222-228.
  • Baddeley, A. D. (1986). Working Memory. Oxford, U.K.: Clarendon.
  • Barkley, R. A. (2001). Treatment inattentive type of ADHD as a distinct disorder: What remains to be done?. Clinical Psychology: Science y Practice, 8(4), 489-501.
  • Barkley, R. A. (2007). School Intervention for Attention Deficit Hyperactivity Disorder: Where to From Here?. School Psychology Review, 36(2), 279-286.
  • Bereiter, C., y Scardamalia, M. (1987). The Psychology of Written Composition. Hillsdale, N.J.: Lawrence Erlbaum Associates.
  • Butterfield, E. C., Hacker, D. J., y Albertson, L. R. (1996). Environmental, cognitive and metacognitive influences on text revision: Assessing the evidence. Educational Psychology Review, 8, 239-297.
  • Chanquoy, L. (2001). How to make it easier for children to revise their writing: A study of text revision from 3rd to 5th grades. British Journal of educational psychology, 71, 15-41.
  • García, J. N. y Rodríguez, C. (2007). Influencia del intervalo de registro y del organizador gráfico en el proceso-producto de la escritura y en otras variables psicológicas. Psicothema, 19 (2), 198-205.
  • García, J. N., Rodríguez, C., Pacheco, D., y Diez, C. (2009). Influencia del esfuerzo cognitivo y variables relacionadas con el TDAH en el proceso y producto de la composición escrita. Un estudio experimental. Estudios de Psicología, 30(1), 31-50.
  • Graham, S., y Perin, D. (2007). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99(3), 445-476.
  • Hayes, J. R. (2006). New Directions in Writing Theory. In C. Mac Arthur, S. Graham y J. Fitzgerald (Eds.). Handbook of writing research. New York: The Guildford Press.
  • Hayes , J. R., y Flower, L. S. (1980). Identifying the organization of writing processes. In L. W. Gregg y E. R. Steinberg (Eds.), Cognitive processes in writing: An interdisciplinary approach (pp. 3-30). Hillsdale, N.J.: Lawrence Earlbaum Associates.
  • Hayes, J. R.; Flower, L. S.; Schriver, K. A.; Stratman, J. F., y Carey, L. (1987). Cognitive processes in revision. En S. Rosenber (ED.), Advances in applied psycholinguistics: Vol. 2. Reading, Writing, and language learning (pp. 176-240). New York: Cambridge University Press.
  • Imhof, M. (2004). Effects of color stimulation on handwriting performance of children with ADHD Without and with additional learning disabilities. European Child y Adolescent Psychiatry, 13(3), 191-198.
  • Kellogg, R. T. (1994). The Psychology of Writing. New York, Oxford University. Press.
  • Kellogg, R. T. (1996). A model of Working Memory in Writing. In C.M. Levy y S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 57-71). Mahwah, N.J.: Erlbaum.
  • Kellogg, R. (1999). Components of working memory in text production. In M. Torrance, y G. C. Jeffrey (Eds.), The cognitive demands of Writing: Processing capacity and working memory in text production (pp. 42- 61). Ámsterdam: Ámsterdam University Press.
  • MacArthur, C. A., Graham, S., y Fitzgerald, J. (2006). Handbook of writing research. New York: The Guildford Press.
  • Miranda, A., Soriano, M., & García, R. (2006). Reading comprehension and written composition problems of children with ADHD: Discussion of research and methodological considerations. Advances in Learning and Behavioral Disabilities, 19, 237-256.
  • Olive, T., Favart, M., Beauvais, C., & Beauvais, L. (2009). Children`s cognitive effort and fluency in writing: Effects of genre and of handwriting automatisation. Learning and Instruction, 19, 299-308.
  • Olive, T., Kellogg R. T., & Piolat A. (2008). Verbal, visual, and spatial working memory demands during text composition. Applied Psycholinguistics, 29, 669- 687.
  • Presentación, M., J., y Siegenthaler, R. (2005). Problemática asociada al TDAH subtipo combinado en una muestra escolar. Infancia y Aprendizaje, 28(3), 261- 275.
  • Reid, R., y Lienemann, T. O. (2006). Self-Regulated Strategy Development for Written Expression in Students with Attention Deficit/Hyperactivity Disorder. Exceptional Children, 73(1), 53-68.
  • Reid, R., Trout, A. L., y Schartz, M. (2005). Self-Regulat ion Interventions for Children With Attention Deficit/Hiperactivity Disorder. Exceptional Children, 71(4), 361-377.
  • Riccio, C., Homack, S. Jarratt, K. P., y Wolfe, M. (2006). Differences in academic and executive function domains among children with ADHD Predominantly Inattentive and Combined Types. Archives of Clinical Neuropsychology, 21, 657-667.
  • Rodríguez, C., y García, J. N. (2007). Evaluación e In- tervención Psicoeducativa en el Trastornos por Déficit de Atención e Hiperactividad. En J. N. García (Coord.,), Dificultades del desarrollo: Evaluación e intervención (pp. 147-154, cap. 12). Madrid: Pirámide.
  • Rodríguez, C., y García, J. N., (2006). Intervención psico-educativa en el trastorno por déficit de atención con y sin hiperactividad (TDAH). En J. Uriarte y P. Martín (Eds.,), Necesidades Educativas Especiales, Contextos Desfavorecidos y Apoyo Social (pp. 313- 322). Badajoz: Psicoex.
  • Rodríguez, C., García, J.N., González-Castro, P., Álvarez, D., Álvarez, L., Núñez-Pérez, J.C., GonzálezPienda, J. A., Gázquez, J., & Bernardo, A. (2009). El proceso de revisión escrita en alumnos con Trastorno por Déficit de Atención e Hiperactividad y Dificultades de Aprendizaje. Revista de Psicodidáctica, 14(2), 279-297.
  • Rijlaarsdam, G., Braaksma, M., Couzijn, M., Janssen, T., Raedts, M., Van Steendam, E., Toorenaar, A., y Van den Bergh, H. (2008). Observation of peers in learning to write: Practice and research. Journal of Writing Research 1(1), 53-83.
  • Scardamalia, M., y Bereiter, C. (1985). The development of dialectical processes in composition. En D. Olson, N. Torrance, y A. Hildyard (Eds.), Literacy, language and learning: the nature and consequences of reading and writing (pp. 307-329). New York: Cambridge University Press.
  • Troia, G. A. (2006). Writing Instruction for Studens with Learning Disabilities. In C. Mac Arthur, S. Graham y J. Fitzgerald (Eds.). Handbook of writing research. New York: The Guildford Press.
  • Tucha, O., y Klaus W. L. (2004). Handwriting and attention in children and adults with attention deficit hyperactivity disorder. Motor control, 8(4), 461-471.
  • Vanderberg, R., y Swanson, H. L. (2007). Which componentes of working memory are important in the writing process?. Reading and Writing: An Interdisciplinary Journal, 20, 721-752.
  • Zimmerman, B. J. (2000). Attaining sel-regulation: a social cognitive perspective. In M. Boekaerts, P. Pintrich y M. Zeidner (Eds.). Handbook of self-regulation. (pp. 13-39). San Diego, C.A.: Academic Press.
Data source: Dialnet