The Effectiveness of Rossner’s Multisensory Teaching Method on Reducing the Spelling Disorder of Elementary Students

Subject Areas : Journal of Excellence in counseling and psychotherapy

Tahereh Olad Ghobad ¹ (PhD student, Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran)
Zahra Abbaspour Azar ² (Assistant Professor, Department of Educational Psychology, North Tehran Branch, Islamic Azad University, Tehran, Iran.)
Javad Khalatbari ³ (Associate Professor, Department of Educational Psychology, Tonekabon Branch, Islamic Azad University, Tehran, Iran)
Fereshteh Afkari ⁴ (Assistant Professor, Department of Educational Sciences, North Tehran Branch, Islamic Azad University, Tehran, Iran.)

Received: 2021-09-18 Accepted : 2021-10-20 Published : 2021-11-22

Keywords: Students, Multisensory teaching method, Rossner, spelling disorder,

Abstract :

Purpose: The aim of this study was the effectiveness of Rossner multisensory teaching method on reducing the spelling disorder of elementary school students in Tehran.Methodology: The research design was quasi-experimental and pre-test-post-test with a control group. The statistical population of the study included all male and female primary school students in the third and fourth years of districts 6 and 11 of Tehran in the academic year of 2018-19 with 3123 students, of which 30 were selected by multi-stage cluster sampling. They were randomly assigned to experimental (n = 15) and control (n = 15) groups. The research instruments included the Falah Chai (1974) spelling test, Rossner's 9-session training protocol of the multisensory method. Data analysis was performed at two levels of descriptive and inferential statistics using spss-21 software.Findings: The results showed that Rossner's multisensory teaching method was effective on students with spelling disorders (0.05).Conclusion: Therefore, paying attention to this multisensory method has an important role in improving writing disorder, especially students' spelling.

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