Comparison of the Effectiveness of Fernald’s Sensory Method and Educational Games on Writing Disorder in Elementary School Students

Abstract

The present study used a quasi-experimental research method with pretest-posttest research with a control group to show the effectiveness of Fernald’s multisensory method and educational games on writing disorder in elementary school students. The statistical population of this study consisted of all students with writing problems in Shabestar in the 98-99 academic year who were studying. 30 people were selected as the sample (the first 10 people in the experimental group of Fernald’s multisensory method, the second 10 people in the experimental group of educational games and the third 10 people in the control group) who were randomly selected from among students with writing difficulties in three (First experimental group, second experimental group and control group) were included. Data collection tools included Fernald’s multisensory method and educational games and the Colorado Learning Disabilities Questionnaire. Covariance analysis method was used to analyze the research hypotheses using SPSS.23 software. According to the results of analysis of covariance, Fernald’s multisensory educational method has the greatest effect on students’ writing disorder.