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dc.contributor.advisorTownsend, Lee Ann
dc.contributor.authorPettrone, Nicole
dc.date.accessioned2021-09-07T21:57:44Z
dc.date.available2021-09-07T21:57:44Z
dc.date.issued5/10/2015
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5766
dc.description.abstractIn education, there have been an increase number of students who are diagnosed with Attention Deficit/Hyperactive Disorder (ADHD). Although not all students with ADHD demonstrate executive function deficits, it’s been proven executive function deficits typically affect students with ADHD and their academic performance. Using a group of three fourth grade participants, the current study examines students with ADHD and how executive functions affect their literacy development in their regular classroom and how teachers can employ techniques and strategies to help bridge this gap. The results suggest students diagnosed with ADHD struggle with executive function development. Moreover, with implementation of strategies and techniques in the student’s executive function deficit area can help bridge the gap and increase student academic performance.
dc.subjectADHD
dc.subjectExecutive Functions
dc.subjectElementary Students
dc.subjectWorking Memory
dc.subjectLiteracy Development
dc.subjectStrategic Plan
dc.titleThe Affects of Executive Functions in Children with ADHD and the Impact on Their Literacy Development
dc.typethesis
refterms.dateFOA2021-09-07T21:57:44Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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