Effect of Multisensory Approach on the Spelling abilities of pupils with Dysorthography in Ibadan, Nigeria

Abstract

Spelling is a revered skill in the modern world which can be significantly impaired by some factors like dyslexia, dysgraphia, and  dysorthography. Previous studies in this field have primarily relied on inference from other populations, such as dyslexia, with limited  empirical support for individuals specifically affected by dysorthography. Furthermore, within Nigeria, the absence of formal spelling  instruction at different educational levels and the lack of comprehensive assessments for school-aged children prior to admission  exacerbate the scarcity of empirical knowledge on dysorthography management. This study aimed to assess the impact of a multisensory  spelling intervention on pupils with dysorthographia in Ibadan. A quasiexperimental design was employed, utilizing a pre- test – post-test control group design. A purposive sampling technique was used to select a school in Oyo State and 30 pupils with dysorthographia who made up the sample. The sample was assigned to either the experimental or control group. Participants in the  experimental groups were exposed to six weeks of spelling intervention using multisensory approach. Data were analysed using analysis  of covariance. The findings of the study revealed that There was a significant main effect of multisensory approach on the spelling  abilities of pupils as the post-test scores of the experimental group were significantly different from that of the control group.  Multisensory approach was effective in enhancing the spelling skills of pupils with dysorthography in Ibadan. The study recommended    that multisensory approach should be used in schools to teach pupils with dysorthography