Date of Award

2025

Document Type

Dissertation

Degree Name

Education (Ph.D)

Department

Education Specialties

First Advisor

Michael R. Sampson

Second Advisor

Olivia G. Stewart

Abstract

The purpose of this phenomenological qualitative study was to disclose the writing challenges faced by students in Grades 5–8 who have attention-deficit hyperactivity disorder (ADHD) and writing strategies that can be helpful for these specific students. Six students were recruited as participants within a school district located in a suburban area in the Northeast region of the United States. This study was guided by two leading research questions, the first inquiring about the writing challenges that are prevalent among students with ADHD in Grades 5–8, and the second research question aiming to determine supportive writing practices. First-hand data were gathered through one-on-one interviews with each of the six participants involved in this study, and fieldnotes were collected while the participants completed a writing activity in their general education English classroom. Both forms of data aimed to detect common writing difficulties among these participants and disclose helpful writing practices. Previously graded writing samples completed by each participant were collected as secondary data to disclose common writing challenges. The one-on-one interview data were analyzed using an initial in vivo coding system to preserve the voices of the participants. Next, thematic coding was conducted to detect similar themes that were able to address the first research question leading this study. The fieldnotes were analyzed using a pattern coding system to find commonalities able to form themes based on the similarities/regularities in the data. Last, the previously graded writing samples were analyzed through a document memo coding system to develop themes/comparisons based on the commonalities that were found. The data findings indicated the most common writing challenges experienced by students in Grades 5–8 with ADHD include the time-consuming component of writing, their negative-self perceptions, their own handwriting difficulties, and writing errors. According to the data, some writing strategies these students found to be helpful include modeling writing instruction, practicing collaborative work, implementing creative writing components, and exercising the use of peer feedback during the final stages of the writing process. Limitations, as well as implications for educational practice, policymakers, and future research are discussed.

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