Experimental evaluation of a remedial educational program for improving spelling skills among students with learning disabilities

This study examined an experimental evaluation of a remedial educational program designed to improve spelling skills among third- and fourth-grade students with learning disabilities (LDs). A randomized controlled experimental design was employed, assigning 50 students to an experimental group ( n = 25) that received a structured remedial spelling intervention and a control group ( n = 25) that received regular classroom instruction. Before and after the intervention, students completed a standardized, validated spelling test. The 20-session remedial program included explicit rule-based teaching, phonological awareness activities, multisensory learning strategies, and immediate corrective feedback. Postintervention analysis showed that the experimental group demonstrated significant improvement over the control group, with significant reductions in phonetic, omission, and substitution errors. These results underscore the importance of specific, evidence-based interventions for students with LDs and inform educational practice and future research.