Using multi-sensory approach based activities for developing dysgraphic primary stage pupils' EFL writing skills

Abstract EN

The main purpose of the study was to develop dysgraphic primary stage pupils' EFL writing skills through using the multi-sensory approach based activities.

The study adopted the experimental design using one experimental group.

The multi-sensory approach based activities were conducted to a sample of 15 pupils at Abdel-Aziz Aldereni primary school, Nabarouh city, Dakahlia Governorate during the second semester in the academic year 2020/2021.

The researcher used Ahmed Zaki Saleh Pictoral Test, a checklist of primary dysgraphic pupils' writing disabilities, an EFL writing sub-skills checklist and a pre-post writing skills test as tools in this study to assess pupils' writing skills before and after the experimental treatment.

The multi-sensory approach based activities were administered to the experimental group.

The results indicated that: 1) there is a statistically significant difference at the 0.05 level between the mean ranks of the experimental group pre-post administration of the writing skills test in favor of the post administration.

2) The multi-sensory approach based activities achieved a significant effectiveness in developing EFL writing skills for the dysgraphic primary stage pupils.

Key words: Multi-sensory approach, EFL writing Skills, Dysgraphic primary pupils