The Efficacy Of Least To Most Prompting Procedure With Providing Instruction In Increasing Readability Of Handwriting The Students Who Have Writing Difficulties

Individuals who have learning disorders in DSM-5 (APA, 2013) has been defined as those who perform lower academic performance than expected regarding to chronological age, have difficulties, at least six months, in reading the words, understanding what they read, uttering and writing the letters, and difficulties in understanding the rules related to numbers and calculating the numbers, and having numerical reasoning. According to the studies, it has been seen that 10- 34 % of the students don’t have handwriting qualification needed for school works. Those children who couldn’t improve handwriting qualification have been defined as “those whose handwriting is weak” or “dysgraphia”. This weakness in handwriting is known as a sign of learning difficulties as well. In the literature, it has been seen that there are limited studies related to the elimination of writing difficulties and increasing the readability of handwriting in Turkey. The aim of this study is to define the efficacy of copied- text application through the least to the most prompting procedure in improving writing skills of students who have dysgraphia. For this aim, it has been worked with two students who are going on fourth-grade and have writing difficulties according to Writing-Mistakes Form. The design of the study is ABAB, one of the single subject design models, and 16 sessions have been conducted with both students. Although it has been reached to the generalization within the changes in the copied- texts used in this study and in learning environments; maintenance data have been collected from only one student. The results of the study have shown that there has been an important decrease in writing mistakes of those students. The findings of this study are regarded that the teachers should be more positive attitudes towards the students who makes mistakes in writing or cannot write in a right way, and they should have knowledge about how useful they can be for those students. The findings of the study are so important in that errorless methods can be adaptable to the teaching programs of the students who have not received any special needs recognition but face academic difficulties in order to see the efficacy of those teaching methods