Educational Methods of Written Expression on Students with Learning Disorder in Primary Schools

The aims of this research were analyzing and comparison of the effectiveness of the intervention methods of written expression on students in elementary schools with learning disorder.

Two Englert’s Power and Sexton’s Tree methods were utilized. In this experimental study, the participants were randomly chosen and assigned by several stages to 8 groups that each group was included 5 individuals. Each of educational methods was presented for 35 sessions. For gathering of data 2 questionnaires were used. The participants were assessed for 3 times. Pre and post education and 3 weeks later of the education period (follow-up).

Analysis showed that the Power and Tree methods were both effective on improving of writing statement for elementary school students with learning disorder.

Accordingly, these two methods could be suggested to treat the related difficulties.