Written expression is the most common academic area of difficulty among students with ADHD. Several brain processes and skills are involved and used simultaneously (for example, language, attention, memory, sequencing, organization, planning, self-monitoring, and critical thinking) when composing a written piece of work (List 5.6).
Students are expected to meet grade-level standards in several writing formats and genres, such as persuasive essays, personal narratives, summaries, and reports, and teachers have the challenge of differentiating instruction to writers of varying levels. The teaching of writing requires knowing how to scaffold the instruction and provide the necessary structures and supports to students who need more help in the writing process. Even students with significant writing difficulties are able to meet writing standards when they receive explicit teaching, modeling, and guided practice of writing skills and strategies.
Teach the craft of writing and composing by using some of these approaches: