The Impact of Self-correction on Iranian EFL Learners Spelling with Dysgraphia

The nature of teaching spelling of English words in the education of children with disabilities and especially dysgraphia has been under-researched. This issue is little understood with Iranian students learning English as a foreign language. This study aimed to determine if the self-correction style of learning English spelling words was superior to a traditional method in a sample of Iranian students with dysgraphia who are learning English as a foreign language. Fifty-four eighth grade Iranian learners with dysgraphia (age 13–14 years) in Iranian Learning Disabilities Center were asked to participate in this study. Twenty-seven learners were taught using the traditional method, while twenty-seven were taught using the self-correction method. The spelling words were chosen from English textbooks of seventh and eighth grade in the Iranian high school English textbook "Prospect" series. During eight weeks the learners practiced the spelling of words in each group. Findings showed the spelling of these two groups improved, and they retained the spelling words; however, the improvement in the self-correction group was more significant to correctly spell all the words. Implications for greater self-correction inclusion in the education of children with dysgraphia are explored with reference to teaching English as a foreign language. Exploration of the efficiency of the self-correction method to teach writing ability to students with dysgraphia can help Iranian language teachers to apply this method in English classes.

The Impact of Self-correction on Iranian EFL Learners Spelling with Dysgraphia Keywords:

Dysgraphia , Teaching Spelling , Traditional method , Self-correction method , Iranian EFL learners