Multisensory Strategy’s Role in Improving Writing Skills according to Representational Systems among Fifth Grade Primary School Students with Writing Difficulties

Abstract

In this study, the researchers addressed the role of the multi-sensory strategy in improving the level of writing according to representational systems among fifth grade primary school students who have writing difficulties. In order to achieve the objectives of the study, the experimental method was used with reliance on the study tools being first, Ahmed Zaki Saleh’s pictorial scale of intelligence; second, Fathi Al-Zayat’s writing difficulties determination scale; and third, a questionnaire directed to primary school students determining their representational systems. The study sample included (24) male and female primary school children with writing difficulties. The study showed the following results:

- Statistically significant differences of a (0.05) significant level in the writing improvement degree between the averages of the experimental and control groups among students with a main auditory system.

- Statistically significant differences of a (0.05) significant level in writing improvement degree between the averages of the experimental and control groups among students with a main visual system.

- No statistically significant differences of a (0.05) significant level in the response to the multi-sensory strategy between the auditory and visual systems among fifth grade primary school children.