Enhancing Spelling Skills in Dyslexic Students through a Diverse Pedagogical Approach a Mixed Method Intervention at Ninnakarai Panchayat Union Middle School

Abstract

This study investigates the impact of teaching methods on enhancing newlinespelling skills among dyslexic students in government schools, specifically focusing on newlinechildren in grades 3, 4 and 5. The research adopts a mixed-method approach, involving newlinea six-month intervention where a combination of Multisensory, Task-based, Play-Way, newlineand Gamified methods were employed. The study was conducted in Ninnakarai newlinePanchayat Union Middle School (PUMS) and involved 25 students identified, as being newlineat risk of dyslexia. These students were divided into two groups: a control group that newlinereceived only the Multisensory Approach (MSA) and test group that experienced all newlinefour teaching methods. The intervention covered 100 words over the four-month period, newlinefollowed by a post-test to evaluate the improvement in spelling skills. The findings newlinedemonstrate that the test group showed significant improvement in their spelling newlineabilities compared to the control group, suggesting that the combined methods offer a newlinemore effective approach for the remediation of spelling difficulties in dyslexic students. newlineThis research highlights the importance of incorporating diverse, engaging teaching newlinemethods in classrooms to facilitate better learning outcomes for students with learning newlinedisabilities newline