(1) To study the effect of multisensory instructional and play way approaches towards the remediation of spellings in the subject of science. (2) To see whether there is a significant gain in the posttest spelling scores as a result of experimental treatment following using multisensory instructional & multisensory play way approaches. (3) To see the relative effectiveness of multisensory instructional & multisensory play way approaches. (4) To find out which of the activities under multisensory instructional & multisensory play way approaches have been proved to be more useful for remediation of spellings in individual experimental groups. (5) To assess the effect of experimental group treatment on immediate as well delayed achievement scores. (6) To study whether the experimental treatment also contribute significantly towards the improvement of independent variables i.e. anxiety, self-concept, locus of control & intelligence. (7) To find the nature, extent and magnitude of relationship of all the independent variables with achievement in science. (8) To find out in what way the independent variables of anxiety, self-concept, locus of control & intelligence contributes towards the prediction of achievement in science. (9) To study whether there were any differences on the independent variables of anxiety, self-concept, locus of control & intelligence among boys and girls.

The hypotheses of study were: (1) The multisensory instructional & multisensory play way approaches contribute significantly towards the remediation of spellings in science of learning disabled children. (2) There is a significant gain in the spelling scores as a result of multisensory instructional & multisensory play way approaches. (3) The multisensory play way approach is better than multisensory instructional approaches in remediation of spellings. (4) Some activities both in case of multisensory instructional & multisensory play way approaches are effective than the others. (5) The experimental treatment has a significant and long-term effect on the achievement in science. (6) The multisensory instructional & multisensory play way approaches also contribute significantly towards the improvements of independent variables i.e. anxiety, self-concept, locus of control & intelligence. (7) Anxiety and locus of control are negatively related with achievement whereas self-concept and intelligence are positively related with achievement. (8) All the variables of self-concept, intelligence and anxiety contribute positively and significantly towards the prediction of achievement.

The sample comprised 51 Students of Class VI from St. Stephen’s School, Chandigarh.

Raven’s Coloured Progressive Matrices, Personality Word List by Deo, State Trail Anxiety Test by Psy. Com Devices, Internal External Scale for Adolescents by Roma Pal, Average Marks of Students in Science of two Semesters as Academic Achievement and Spelling Test & Teacher’s Referral were developed by Researcher for data collection.

Pretest – Posttest Equivalent Experimental and Control Group Design was used in Research. The Treatment was given by multisensory instructional and/or multisensory play way approach. The duration of treatment was 15 Days.

The data were analyzed by Mean, SD, t – test, Correlation, Multiple Linear Regression, ANOVA and ANCOVA.

The findings of the study are as follows: (1) No significant difference existed in spelling at present stage. (2) All the experimental groups (i.e. I, II & III) analysed separately activity-wise, as well as in the polled activity gain scores, showed a significant gain in the posttest spelling scores as revealed by significant t-values in each of the activities. The control group which did not receive any treatment did not show significant t-values and was not benefited. (3) All the multi-sensory instructional activities (except for identification of correct spellings) have been proved to be more useful than all the multisensory play way activities (except for letter cancellation) for remediation of spellings of learning disabled children. (4) Experimental group I received both the approaches in which there were two activities but group II received only multisensory instructional approaches and experimental group III received only multisensory play way approach in which there were five activities. (5) All the experimental groups have shown significant improvement in science achievement from 1996 to 1998 except for the control group which did not show any improvement in achievement scores. (6) The level of anxiety improved from high to moderate level in each of experimental groups except from control group. (7) The self-concept was improved slightly but the gain from pretest to posttest stage was not significant in any of the experimental & control groups. (8) Locus of control and intelligence improved separately in group I and group III. (9) The control group also showed significant improvement in locus of control. (10) There existed a negative relationship between anxiety and achievement. (11) There exists significant positive relationship between self–concept and achievement. (12) There exists significant negative relationship between locus of control group and achievement. (13) There exists a positive significant relationship between intelligence & achievement. (14) There exists positive correlation between self-concept and intelligence. (15) Both at pretest & posttest stages, the analysis of variance indicated that the variables of self-concept and intelligence explained the variation in achievement positively and significantly. However, at pretest stage anxiety along with self-concept and intelligence has also contributed significantly in making the achievement. The variables of anxiety and locus of control played a negative role in improvement of achievement. (16) The comparison between mean scores of these variables, both at pretest and posttest stage for boys and girls was made. The t – values were found to be non significant for anxiety, self-concept, locus of control & intelligence when gain score were taken.