Date of Award

Spring 5-10-2015

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

LeeAnn Townsend

Abstract

In 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.

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