Enhancing spelling skills in dyslexic primary students: A comparative study of remedial and compensatory interventions in chennai

Learning to spell poses significant challenges for young learners with dyslexia, who often encounter difficulties with phonological awareness and orthographic processing. This study explores the effectiveness of a structured, two-stage intervention aimed at enhancing spelling skills among 25 primary school students in Chennai, Tamil Nadu, whose native language is Tamil. In the initial four-week phase, participants engaged in remedial activities focused on developing phonological and orthographic awareness, essential foundations for accurate spelling. This phase targeted the students’ ability to recognize sound patterns and understand letter-sound associations, providing a base for further learning. In the following sixteen-week phase, the intervention expanded to include compensatory strategies designed to reinforce initial learning and foster a more comprehensive understanding of spelling. This phase incorporated the multimodal learning, combining visual, auditory, and kinesthetic techniques, as well as task-oriented exercises, play-based activities, and gamified methods to make the learning process more engaging and enjoyable. These varied approaches aimed to enhance students’ spelling skills while maintaining their interest and motivation. The study’s findings demonstrated that both the remedial and compensatory interventions had a positive impact on students' spelling abilities. However, while the phonological and orthographic methods helped build essential skills, they required a longer duration to ensure retention beyond the intervention period. Conversely, the integrated, multimodal approach introduced in the second phase resulted in faster and more substantial improvements. This outcome highlights the benefits of a dynamic, interactive approach in supporting dyslexic learners who are acquiring English as a second language, promoting both skill acquisition and engagement.