The Effects of Multi Sensory Training on Spelling Disability of Gifted, Primarily School Students

AbstractThe aim of the present study was to investigate the effectiveness of multi sensory training on spelling disability of female, gifted, primarily school students. A sample of 360 students was recruited from primarily schools and then they were screened for learning disorder and IQ; final sample consisted of 38 female students. The experimental group received multisensory training (n1=19) and control group remained in waiting list (n2=19). Results show that there was significant differences between the two groups in dictation score after the training procedure. Generally, this research finding shows new ways of helping twice-exceptional students to have higher academic achievements