Bansal, Sneh. (2013). Impact of Various Instructional Approaches on Written Expression Skills of Children with Learning Disability. Unpublished. Ph.D., Special Education. Punjab University, Chandigarh ,Punjab.
To study the incidence of learning disability in written expression among grade III and IV children. 2. To study the impact of self-regulated strategy development approach on written expression skills of children with learning disability. 3. To study the impact of direct instruction approach on written expression skills of children with learning disability. 4. To study the impact of eclectic instruction approach on written expression skills of children with learning disability. 5. To study the comparative effectiveness of different approaches on written expression skills of children with learning disability. 6. To study the side effects of enhancement in written expression skills on the increase of other learning abilities of learning disabled children. 7. To study the side effects of enhancement in written expression skills on the increase of intelligence quotient of learning disabled children.
1. Self-regulated strategy development approach would be effective in enhancing written expression skills of children with learning disability. 2. Direct instruction approach would be effective in enhancing written expression skills of children with learning disability. 3. Eclectic approach would be effective in improving written expression skills of children with learning disability. 4. There would be differentials in the effectiveness of self-regulated strategy development approach, direct instruction approach and eclectic approach in enhancing written expression skills of children with learning disability. 5. There would be an increase in the learning abilities of learning disabled children as a result of intervention provided for the enhancement of written expression skills. 6. There would be an increase in the intelligence quotients of learning disabled children as a result of intervention provided for the enhancement of written expression skills.
In the present study, purposive sampling and two-stage random sampling technique were used. The sample is purposive in nature because only the English medium Public schools in Chandigarh were taken. Further, children from these schools having learning disabilities were selected. Two staged random sampling technique was used. During the first stage, out of total English medium schools of Chandigarh, 4 schools were randomly selected. Further, treatments were randomly assigned to various groups. In the initial phase of this study, list of existing English medium public schools in Chandigarh, U.T., was collected from the office of District Education Officer (DEO). Four English medium public schools were selected randomly from the list. Principals of the four randomly selected schools were contacted and made aware of the purpose and need of the study.
To test the above-mentioned hypotheses, the following tools were used: 1. Malin’s Intelligence Scale for Indian Children (1969). 2. Diagnostic test of Learning Disability by Swarup & Mehta (2005). 3. Test of Written Expression for grade III and IV prepared by the investigator. 4. Teacher Referral Form prepared by the investigator.
In the present study, pre-test, post-test experimental and control group design was used. In the present study, there were four groups; three experimental groups and one control group. Treatments were randomly assigned to three experimental groups. Training in self-regulated strategy development approach, direct instruction approach and eclectic approach was provided to the three experimental groups for four months whereas no training was provided to the control group. Types of school, time and class were taken as control variables. In the present study, different strategies i.e. Self-regulated strategy development, Direct Instruction and Eclectic Approach (Combination of Self-regulated strategy development and Direct Instruction) were independent variables and written expression was the dependent variables.
The following statistical techniques were employed for testing research hypotheses: 1. Descriptive Statistics, namely, Mean and SD for all variables were obtained. 2. Analysis of variance was worked out to test homogeneity of all the groups and to find out variance among treatment groups. 3. t-test was applied to test the effectiveness of instructional approaches. 4. Graphical representation was done wherever necessary.
In the present study, 5.36% children of 3rd and 4th grade were having learning disability in written expression. The percentage of children with learning disabilities in written expression in grades III and IV were found to be 4.28% and 6.32% respectively. Percentage of learning disabilities in written expression among girls and boys were found to be 2.57% and 7.84% respectively. Differential impact of various instructional approaches on written expression skills of children with learning disability Insignificant mean differentials in the post-test scores between EG1 and EG2 in capitalization and punctuation, syntax, vocabulary and spelling, fluency, story writing and written expression skills (total) indicate that self-regulated strategy development and direct instruction approach are equally effective in enhancing the written expression skills of children with learning disability. It can be concluded from the significant mean differentials in the post-test scores between EG2 and EG3, and EG1 and EG3 that eclectic approach was more effective than self regulated strategy development approach and direct instruction approach in enhancing the written expression skills i.e. capitalization and punctuation, syntax, vocabulary and spelling, fluency, and story writing skills of children with learning disability
This study reveals the significant role and effectiveness of self- regulated strategy development approach, direct instruction approach and eclectic approach. Development of self-regulation process is an important part of learning and it can be fostered and improved through instruction. Direct instruction approach was also found to be beneficial in improving the writing skills of learning disabled children. Eclectic approach has come out to be more beneficial as compared to single approach. It is recommended that regular teachers and special educators should incorporate the elements of both self regulated and direct instruction approach while planning remedial programs for children with writing problems that help the children to attain their maximum educational potential and become a productive and contributing adult member of the society.
Keyword(s): Instructional Approaches , Written Expression, Skills, Learning Disability