Enhancing Writing Skills of Students with Dysgraphia by Creating a Friendly Classroom Environment at Primary Level in Private Sector in Khyber Pakhtunkhwa Pakistan

Abstract

The study emphasises that, despite technological advancements, handwriting is still important in everyday life, requiring complex skills such as fine motor coordination, visual-motor integration, and cognitive ability. Writing difficulties, such as dysgraphia, have an impact on both physical writing and composition. The study sought to investigate how a welcoming classroom climate can improve the writing abilities of primary kids with dysgraphia through research conducted in a private school. The goals were to identify kids with dysgraphia, investigate their challenges in written English, and provide instructional treatments. An experimental pre-test-post-test design was used to study dysgraphia in Grade 4 (9–10-year-old) private school students in the Peshawar district. A systematic sample of 70 students was selected, and 30 were identified with dysgraphia symptoms using a checklist. Pre-tests were used to conduct initial evaluations, and interactive activities and practice worksheets were provided to the experimental group to promote a supportive environment. Paired sample t-tests revealed considerable improvement in children who received tailored interventions in a welcoming environment. On the basis of findings, it is recommended that every student gain from the intervention and enable rapid modifications to instruction strategies; regular monitoring ought to be done. Students must benefit from a variety of learning strategies while using multiple teaching methods, such as kinaesthetic, visual, and technical aids, in order to adapt and maximize outcomes. Collaboration is required among the teachers who can help promote best practices and enhance writing abilities more broadly across classes by exchanging effective strategies and concepts. To improve intervention strategies, additional research is recommended to observe the variables affecting student performance variability, especially those with negligible or negative benefits.