Effect of multimodal integration on acquisition of writing Skills of the primary school children with dysgraphia

Abstract

The main objectives of the study were to identify the level of intelligence of newlinethe primary school children; to identify the primary school children with dysgraphia newlinein English language; to find out the effectiveness of Multimodal Integration newlineIntervention Programme on acquisition of writing skills of the primary school newlinechildren with dysgraphia; and to find out the significant difference between the pretest newlineand post test scores of the primary school children with dysgraphia based on newlinewriting skills. Experimental method and Single-Group Pretest-Posttest Design were newlineused for the study. The sample size consists of 14 students with dysgraphia selected newlinefrom 5th standard studying at St. Mary s Primary School, Melpalai, Kanyakumari newlineDistrict, Tamilnadu. Four tools namely, Non-verbal Intelligence Test (Developed by newlineAtmananda Sharma, 2007), Diagnostic Test of Learning Disabilities (Developed by newlineSmriti Swarup and Mehta, 2011), Test of Written Language in English (Developed by newlineSahitha Mol and Rexlin Jose, 2016), Dysgraphia Performance Test (Developed by newlineAnilakumari, and Celine Pereira, 2012) were administered on the sample to collect newlinedata. The research revealed that there was a significant difference between the mean newlinescores of pre-test and post-test of the sample group on handwriting, spelling, written newlineexpression and note-taking skill of the component of writing skills. Based on the newlinefindings of the present study, interpretations, recommendations were given and newlinesuggestions for further research were bestowed. newline