Abstract
The present study was to compare the effects of Fernald multi-sensory teaching method and sensory integration on improving the dictation disorder on third grade primary school students with dysgraphia in Tehran. Pretest posttest method was done on control group. The study population consisted of all the primary third grade female students suffering dictation disorder in normal schools in Tehran (2011-2012). The study samples were selected through multi-stage random sampling from some schools and randomly divided into three 10-person groups. The dysgraphia test and Raven’s color IQ test were conducted. Data were analyzed via analysis of variance.The results showed that the multi-sensory approach and sensory integration were effective in improving their dictation. In other words, the hypothesis was accepted with 95% confidence. On the contrary, the results of both tests showed there was no significant difference between improvement in accuracy and mirror dictation disorder. Therefore, the hypothesis was rejected with 95% confidence. The findings can be effective in enhancement and retention of training the students who cannot progress through the implemented methods in schools.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: International Journal of Fundamental Psychology and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
