Effect of Multisensory Approach on the Spelling abilities of pupils with Dysorthography in Ibadan, Nigeria (original) (raw)
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International Online Journal of Primary Education
Spelling is a crucial skill for academic success however many pupils with learning disabilities lag behind in academic tasks because of poor spelling skills and its accompanying negative effects. Past studies on pupils with learning disabilities focused more on reading skills with little attention on spelling skills. This study investigated the main impacts of visual imagery and cloze spelling instructional strategies on the spelling performance of pupils with learning disabilities. The study adopted a quasi-experimental pretest-posttest control group design with a 3 x 2 factorial matrix. Sixty students with learning disabilities (Male = 38, Female = 22, Mean age = 9.35) from three government-run primary schools were chosen using purposive sampling. Three instruments were used: Pupil Rating Scale (Revised) (r = 0.76), Right Word Recognition (r = 0.91) and Pupils’ Note Books on Dictated Words. Data were analysed using both descriptive and inferential statistics. The findings revealed...
The Implementation of Multisensory Technique for Children with Dyslexia
IJDS: Indonesian Journal of Disability Studies, 2021
Children with learning disabilities are a children's physiological or biological condition in which the competence or achievement is not according to predetermined standard criteria—learning disabilities in the form of errors in reading called dyslexia. Children with specific learning difficulties dyslexia experience difficulties in academic aspects; therefore, it is necessary to carry out an academic assessment and material for tutors to improve dyslexia reading skills. The multisensory technique is alternatives that used as reference material for tutors to improve dyslexia reading skills. Multisensory Techniques that can be used include 1) Reading and Spelling Training; 2) Visual Technique; 3) Auditory Technique, and 4) Tactile Technique. The reading and spelling focus on maintaining relationships between sounds and symbols starts with a single letter and continues with consonant combinations, vowel continuation, and complex letter groupings. The Visual Technique can start by ...
Spelling deficits in dyslexia: evaluation of an orthographic spelling training
Annals of Dyslexia, 2010
Orthographic spelling is a major difficulty in German-speaking children with dyslexia. The aim of the present study was to evaluate the effectiveness of an orthographic spelling training in spelling-disabled students (grade 5 and 6). In study 1, ten children (treatment group) received 15 individually administered weekly intervention sessions (60 min each). A control group (n=4) did not receive any intervention. In study 2, orthographic spelling training was provided to a larger sample consisting of a treatment group (n=13) and a delayed treatment control group (n=14). The main criterion of spelling improvement was analyzed using an integrated dataset from both studies. Repeatedmeasures analysis of variance revealed that gains in spelling were significantly greater in the treatment group than in the control group. Statistical analyses also showed significant improvements in reading (study 1) and in a measure of participants' knowledge of orthographic spelling rules (study 2). The findings indicate that an orthographic spelling training enhances reading and spelling ability as well as orthographic knowledge in spelling-disabled children learning to spell a transparent language like German.
A case study of an intervention program for students with dyslexia in a primary school in the UAE
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The study aims to investigate the impact of an iPad programme on the performance of students with dyslexia on reading, writing and spelling skills in two classes of a public primary school in Al -Ain, UAE. The study follows a mixed method approach (questionnaire; face-to-face interviews; pre-posttests). Twenty (20) 3rd graders male students with dyslexia, attending English as a Foreign Language (EFL) classes were the participants of the study. Students’ performance on spelling, reading and writing skills were tested after instructed through an iPad intervention programme with multisensory applications. The experimental group’s performance (10 students with dyslexia) was compared to the control group’s (10 students with dyslexia) instructed through traditional, non-computer-based, methods. A pre-assessment test was conducted for evaluating the reading, spelling and writing skills of both groups of students prior to the intervention. After eight (8) weeks, both groups were involved in...
Enhancing Spelling Performance in Students with Learning Disabilities
Journal of Behavioral Education, 2006
The present study, using a single subject adapted alternating treatments design, compared the effects of two spelling strategies (cover, copy, compare, and copy-only) used to enhance spelling performance in 2, third-grade students with learning disabilities. The cover, copy compare (CCC) method required the students to say the word, point to the word, repeat the word, cover the word, print the word, compare the word to the correct model, and correct errors if necessary. The copy-only method required the students to say the word, point to the word, repeat the word, and print the word. Overall, the CCC strategy was more effective in words learned and words retained. Results are discussed in light of CCC requiring a self-evaluation/self-correction component not required in the more traditional method of instruction. By incorporating a simple, self-management component to spelling instruction, teachers may improve spelling performance in the classroom. Keyword Error correction. Learning disabilities. Spelling. Cover-copy-compare. Self-evaluation Spelling is an essential and complex skill involving multiple components, including visual memory, phoneme-grapheme awareness, as well as, orthographic and morphophonemic knowledge (van Hell, Bosman, & Bartelings, 2003; Alber & Walshe, 2004). And, although important in connecting numerous components in a language arts curriculum, the repetitive practice of mastering new spelling words has been characterized by teachers and students as boring, and one of the least favorite of the academic areas (Belfiore & Grskovic, 1996; Bos & Reitsma, 2003). The perception of spelling practices as unattractive creates a potentially critical situation in the classroom, in that learning difficulties in spelling performance may impact (a) clarity in writing, (b) verb morphology, (c) writing fluency, (d) early reading development, (e) perceptions of writing ability, and (f) written expression (Alber & Walshe,
ANALYZING THE EFFECTS OF DYSLEXIA AND THE PRIMARY STEPS TO BE TAKEN FOR CHILDREN AT SCHOOLS
Dyslexia particular learning disability that influences reading and related language-based processing aptitudes seriousness can contrast in every person except can influence reading familiarity, disentangling, reading understanding, review, writing, spelling, and in some cases discourse and can exist alongside other related disorders. Dyslexia is a particular learning disability in reading. Children with dyslexia experience difficulty reading precisely and easily. They may likewise experience difficulty with reading cognizance, spelling and writing. Bringing up a child with dyslexia is an adventure. This paper aimed at reviewing the spelling difficulties by dyslexics and identifying the intervention approaches performed with regard to this topic.
The purpose of the present research was to investigate the impact of the Multi-sensory method to improve the reading skills of dyslexic pupils in public primary schools in Obio-Akpor in Rivers East Senatorial District of Rivers state. The work focused on identifying learners in the class range (primary two) who display signs of dyslexia so as to determine a suitable strategy for teaching dyslexics reading, writing and spelling skills. The study is a quasi-experimental design, the sample size of 50 dyslexic pupils, 25 each in the control and experimental class were selected from two public primary schools. The instruments used for this study were, Letter sound test (EGRA), Burt reading test (BURT), Word blending test (EGRA), Sentence reading test (EGRA), Dictation/ writing test (EGRA), Dyslexia Assessment Tool (DAT),Adapted DSM IV ,Teacher developed lesson plan. Descriptive statistics such as mean and standard deviation was used to analyze and answer the six research questions while analysis of covariance (ANCOVA) was used to test the six hypotheses at 0.05 level of significance. The findings of this study indicated that deploying a multi-sensory approach to teach children, who are dyslexics improved in their ability to read, write and spell than the conventional method of instruction used in public schools in Obio-Akpor in Rivers East Senatorial district of Rivers State. It is therefore suggested that, teaching of dyslexic children using a multi-sensory method should be encouraged to ensure that no learner within the school classroom is left behind. [250 words]
Australian Journal of Learning Disabilities, 2000
It is generally agreed that students with significant difficulties in reading and spelling benefit most from individual tuition using structured, multisensory strategies. Thompson (1988) demonstrated that the visually-based method of spelling instruction ("look-cover-write-check") was ineffective for consistently misspelled words. On the other hand, a recent evaluation of a multisensory program comprising structured phonetic instruction, drill and repetition and multisensory methodology found that over a two year period, it benefited dyslexic students more than did standard instructional techniques used with a control group (Oakland, Black, Stanford, Nussbaum, & Balise, 1998). Such "specialist" methods have a long history. They were advocated by Montessori and codified in the Orton-Gillingham program (Richardson, 1997). Orton (1957) wrote that teaching of such students should start with small units and then proceed by orderly stages from simple to more complex. One should use an "integrated, total language approach. Each unit and its sequence is established through hearing, saying and writing it."(p.6)
Improving the spelling performance of students with disabilities
Journal of Behavioral Education, 1996
The present study examined the effects of an error correction strategy on the spelling accuracy of students with emotional andlor learning disabilities. The strategy, which asked students to spell a word, view a correct model, and then correct their errors, was compared to a traditional strategy that asked students to write words three times each while viewing a correct model. Results showed that students learned more words in the error correction condition than in the traditional condition. The error correction treatment was shown to be an ef fective strategy that reduced the number of repetitive spelling practice trials, and was prefmed by students.