Comparing the effectiveness of direct instruction and multimedia training on spelling disorder (Dysgraphia)

Dysgraphia is one of the most prevailing learning disorders in students that includes nearly 30 percent of all learning disorders. This study aims at comparing the effectiveness of direct instruction and multimedia instruction on Dysgraphia. The method of this study is experimental with pretest and posttest and control group. After preparing the necessary instruments for this research including spelling instruction software، Karimi Spelling Test and Wechsler Intelligence Scale Children- Review (WISC- R)، 39 female students in the third grade of Semnan elementary school were selected bausing multistage sampling method and were divided into three groups. The first group was exposed to independent variable of direct instruction; the second group was exposed to independent variable of multimedia instruction and the third one-control group-received no instruction. After collecting the spelling scores from all three groups in the pretest and posttest، the data was analyzed by SPSS software univariate analysis of variance. The result indicated that direct instruction and multimedia instruction were significantly effective on dysgraphia improvement. Also direct instruction was more effective than multimedia instruction.