Impact of Intervention Program on Enhancing Spelling and Writing Skills among Saudi Primary School Pupils with Learning Disabilities
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Date
2020-12-01
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Publisher
Ankara Üniversitesi
Abstract
Learning disabilities (LD) include difficulties in learning the basic language skills including speaking, reading,
spelling and writing. Moreover, the pupils at schools can achieve better through proper support and intervention
than conventional methods. In the Saudi context, the Ministry of Education (MoE) incorporated LD in its
educational system in 1996 to facilitate the learning of pupils with LD nationwide. This study is an attempt to
explore the impact of the intervention program on enhancing the basic skills in spelling and writing of the Arabic
language among Saudi primary school pupils with LD studying between first and third grades. The study sample
comprised of 38 male pupils with LD, aged between 6-8 years, and were selected from four primary schools in
Rafha Province. The study adopted the quasi-experimental research design including control and experimental
groups. The results of the study revealed that there was a significant and positive impact of the program on
enhancing the performance of the participants in both spelling and writing skills. It is thought that pupils can
achieve better through appropriate intervention. Future studies on examining the performances of spelling and
writing independently are recommended.
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Keywords
Learning disabilities, Writing, Spelling