An Exploratory Case Study of an Iterative Writing Approach for Students with Specific Learning Disabilities

The study explored the potential of an Iterative Learning Approach designed to support the development of writing skills and academic performance among students with Specific Learning Disability (SLD) through structured and repetitive writing practice. Iterative practice was used as an instructional tool anchored by the principles of scaffolded learning, guided repetition, and gradual skill reinforcement. It employed a small-scale exploratory design involving an in-depth analysis of three instructional sessions conducted with three students clinically diagnosed with SLD, with a particular focus on dyslexia and dysgraphia. It aimed to examine whether repetition could enhance the writing abilities of students with SLD, particularly in letter formation, spelling accuracy, and overall writing performance. The results showed varied but consistent improvement across students, suggesting that iterative practice contributes to writing development but also reflects individual learner differences. The small-scale empirical case study, supported by descriptive and exploratory inferential analyses, indicated observable improvement in post-test performance. The quantitative results obtained through a paired sample t-test, under the conditions (α = 0.05) and (p < 0.05), indicated relevant improvement in the post-test performance. However, these findings should be interpreted cautiously, given the exploratory nature and limited scale of the study. Statistically, the results indicate that this approach marks a significant step forward in both conceptual and methodological terms for the academic development of students with learning disabilities. The study offers preliminary evidence on the efficacy of repetition-based interventional strategies for students with learning disabilities, particularly in resource-constrained educational settings.