The Effectiveness of Rossner’s Multisensory Teaching Method on Reducing the Spelling Disorder of Elementary Students

The aim of this study was the effectiveness of Rossner multisensory teaching method on reducing the spelling disorder of elementary school students in Tehran.

The research design was quasi-experimental and pre-test-post-test with a control group. The statistical population of the study included all male and female primary school students in the third and fourth years of districts 6 and 11 of Tehran in the academic year of 2018-19 with 3123 students, of which 30 were selected by multi-stage cluster sampling. They were randomly assigned to experimental (n = 15) and control (n = 15) groups. The research instruments included the Falah Chai (1974) spelling test, Rossner's 9-session training protocol of the multisensory method. Data analysis was performed at two levels of descriptive and inferential statistics using spss-21 software.

The results showed that Rossner's multisensory teaching method was effective on students with spelling disorders (0.05).

Therefore, paying attention to this multisensory method has an important role in improving writing disorder, especially students' spelling.