Effectiveness of a Remedial Educational Program on Enhancing Spelling Skills in Primary School Students with Learning Disabilities

Background Learning disabilities (LD) significantly challenge academic achievement, particularly in spelling proficiency among primary school students. Remedial educational programs aim to address these challenges by providing targeted interventions. Objectives This study aimed to assess the effectiveness of a remedial educational program on spelling skills among primary school students with learning disabilities. The objectives include comparing pre-test and post-test scores, investigating retention of spelling skills over time, exploring variations among subgroups, and identifying factors contributing to the program's effectiveness. Method A quasi-experimental design with a control group and an experimental group was utilized, involving (24) Primary students diagnosed with learning disabilities who participated in the study. The Learning Disabilities Spelling Scale (LDSS) and the program were used in the study, The statistical program (AMOS 26) and the SPSS statistical packages were used to compare the experimental and control groups in the pre-test, post-test, and follow-up, and evaluate the differences between the control and experimental groups. Results Findings revealed significant differences in post-test scores between the experimental and control groups indicating the effectiveness of the remedial educational program. Moreover, the experimental group showed no significant differences from post-test to follow-up assessments, supporting the sustained positive outcomes associated with the intervention. Conclusion The findings suggest that the Remedial Educational Program effectively enhances spelling skills among primary school students with learning disabilities. Future studies should replicate these findings with larger samples and explore the long-term effects of remedial interventions on various academic outcomes.