Hand Gestures and Phoneme Imitation Skills Based Instructional Program for Improving Written Expression-among Students with Writing Difficulties

Abstract

The study sought to define the effectiveness of an instructional program based on the use of hand gestures and Phoneme imitation skills in improving in improving expression-written language among students with writing difficulties in Jordan. The study sample consisted of (32) students with writing difficulties from third and fourth basic grades selected purposefully and distributed randomly into two equal groups one experimental taught using the instructional program, the other control taught using the traditional method. To achieve the objectives of the study, expression-written language skills test was used. The study revealed statistically significant differences in the mean scores of the post-test of the study groups on expression-written language skills test, in favor of the experimental group taught using the instructional program. In light of the results, recommendations were provided.