The Effect of the Drawing Pre-Skills Training Program on Writing Ability and Belonging to School Among Students with Specific Learning Disabilities with Dysgraphia

Document Type : Research Paper

Authors

1 Department of Education, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

2 PhD student in Educational Psychology, Faculty of Education and Psychology, University of Tabriz, Tabriz, Iran

Abstract

The current research aimed to examine the effectiveness of the drawing pre-skills training program on writing ability and belonging to a school among students with specific learning disabilities with dysgraphia. The research design was semi-experimental with control and experimental groups. The statistical population included the students with a specific learning disability with dysgraphia during the educational year of 2022-2023 in Shiraz. 30 people were selected by the on-hand sampling method and were randomly assigned into two control and experimental groups. The instructional intervention of drawing pre-skills was performed over 3 months in 10, 45 min sessions. The scales of the feeling of belonging to the school and the test of Minnesota handwriting were used to collect data in pre-and post-tests. MANCOVA results showed that there is a significant difference between experimental and control groups in the variable of writing ability, but no difference was observed among the two groups regarding the feeling of belonging to a school. Overall, the evidence suggests that the Drawing Pre-Skills Training Program has the potential to help students with specific learning disabilities and impairment in written expression overcome barriers to academic success and increase their engagement in the school community. However, further research is needed to fully understand the program's long-term impact and identify additional ways to support students with learning disabilities in achieving their full potential.

Keywords

Main Subjects

References

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Journal of Modern Psychological Researches
Volume 20, Issue 79
October 2025
Pages 53-62

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History

  • Receive Date: 22 January 2024
  • Revise Date: 20 March 2024
  • Accept Date: 22 April 2024

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