الفهرس 
Background of the ProblemOnly 14 pages are availabe for public view
 |  | from | 254 |  |  |
| | | from | 254 | | |
Abstract
The main purpose of the study was to develop dysgraphic primary stage pupils’ EFL writing skills through using multi-sensory approach-based activities. The study adopted the quasi-experimental design using one treatment group. The multi-sensory approach-based activities were conducted to a sample of 15 pupils at Abdel-Aziz Aldereni primary school, Nabarouh city, Dakahlia Governorate during the second semester in the academic year 2020/2021. For selecting the study participants, these instruments were used: Ahmed Zaki Saleh Pictorial Test, a checklist of primary dysgraphic pupils’ writing disabilities. In addition, an EFL writing sub-skills checklist and a pre-post writing skills test were used as instruments in this study to assess pupils’ writing skills before and after the experimental treatment. The results indicated that: there was a statistically significant difference at the 0.05 level between the mean ranks of the treatment group on the pre and post administrations of the writing skills test in favor of the post administration. This indicates that the multi-sensory approach-based activities proved a significant effect on developing EFL writing skills for the dysgraphic primary stage pupils. More research is needed in the area of developing language skills for dysgraphic pupils and using the multi-sensory approach.
Key words: Multi-sensory approach, EFL writing Skills, Dysgraphic pupils, primary stage, Egypt.