Frontiers in psychology · 2026
Effectiveness of a remedial educational program on enhancing spelling skills in primary school students with learning disabilities.
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Alamri Ayman Abdullah Hazza
Аннотация
INTRODUCTION: Learning disabilities significantly affect students' academic performance, particularly in spelling proficiency among primary school learners. This study aimed to develop and validate the Learning Disabilities Spelling Scale (LDSS) and to evaluate the effectiveness of a remedial educational intervention designed to enhance spelling skills in students with learning disabilities.
METHODS: A quasi-experimental design with experimental and control groups was employed. 24 primary school students diagnosed with learning disabilities participated in the study and were assigned to an experimental group and a control group. The LDSS was administered at three time points to examine both immediate and sustained effects of the intervention on spelling performance.
RESULTS: Findings revealed statistically significant differences in post-test in favor of the experimental group compared with the control group, indicating the effectiveness of the remedial educational program. In addition, there were no statistically significant differences between the experimental group's post-test and follow-up scores, supporting the sustained positive outcomes associated with the intervention.
DISCUSSION: Findings support the use of the structured remedial educational programs to improve and sustain spelling performance. These results underscore the importance of targeted assessment and intervention in addressing literacy-related learning disabilities in primary education and highlight implications for practice and future research on remediation and progress monitoring.
METHODS: A quasi-experimental design with experimental and control groups was employed. 24 primary school students diagnosed with learning disabilities participated in the study and were assigned to an experimental group and a control group. The LDSS was administered at three time points to examine both immediate and sustained effects of the intervention on spelling performance.
RESULTS: Findings revealed statistically significant differences in post-test in favor of the experimental group compared with the control group, indicating the effectiveness of the remedial educational program. In addition, there were no statistically significant differences between the experimental group's post-test and follow-up scores, supporting the sustained positive outcomes associated with the intervention.
DISCUSSION: Findings support the use of the structured remedial educational programs to improve and sustain spelling performance. These results underscore the importance of targeted assessment and intervention in addressing literacy-related learning disabilities in primary education and highlight implications for practice and future research on remediation and progress monitoring.