Abstract
We predicted that Arabic‐speaking children with specific learning disabilities in reading (dyslexia) and spelling (in writing) benefit from a visuomotor‐based intervention programme for the development of letter knowledge and the improvement of word and pseudo‐word decoding as well as spelling (dictation). It was predicted that the mediation of visuomotor training should be effective since the characteristics of Arabic script require such high‐level functioning for the development of literacy skills. Participants (n = 20) were randomly divided in two groups, an experimental group (n = 10; mean age =125.50 months ± 3.24) and a control group (n = 10; mean age = 124.10 months ± 3.31). Results revealed that the post‐intervention measures were better achieved in the experimental group than pre‐intervention ones, which confirms the efficacy of this visuomotor intervention programme.
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