Abstract

Learning disabilities are diagnosed when an individual has specific deficiencies in the ability to understand or process information appropriately and correctly. One of the learning disabilities is writing disorder. The ability to correctly write sequences of letters, or in other words, the correct spelling of words in a language, is one of the important aspects of written language, particularly significant in the early stages of learning the writing system of a language (Vary & Modul, 1995).
The causes of learning disabilities include biological disorders, perceptual-motor disorders, visual and auditory processing disorders, and memory and attention disorders, which primarily occur during the preschool period (Feola, Marino, Masulo Trabocco & Marcella, 2015). Developmental disabilities are precursors to future academic learning disabilities. Preschool children who are developmentally normal easily acquire pre-academic skills before they officially enter school, but any developmental deviation may be a precursor to learning disabilities. Children with learning disabilities are disorganized in their movements and have difficulties with fine motor skills and motor control (Giri, 2010). Researchers indicate that there is a positive correlation between perceptual-motor development and academic performance in children, and students who perform better in perceptual-motor and cognitive development show better academic progress (Norbash, 2006).
The main objectives in writing skills focus on the ability to write the letters of the alphabet, correctly combine letters, form words, and construct sentences. For spelling, the student must have the ability to remember the shapes of the learned letters and write them together, first forming words and then sentences. Therefore, we try to perform subtle movements with the fingers during the teaching of each lesson (Dardashti, 2017). Essentially, writing is a complex mental activity that is far more advanced than reading. The language skill of "spelling" refers to the accurate transfer of phonetic symbols to written letters. Due to incomplete writing and incorrect spelling, it is not possible to convey complete and precise meaning to the reader. It seems that if this error did not exist.
The main objectives in writing skills focus on the ability to write the alphabet, correctly combine letters, form words, and construct sentences. For spelling, students must have the ability to remember the shapes of the learned letters and write them together, first writing words and then sentences.The different sensory perceptions of individuals with specific learning disabilities lead to a decrease in attention when faced with stimuli such as letters. The logical conclusion is that these individuals need assistance in three areas: improving sensory perceptions, increasing attention during the interval between reading and spelling, and finally practicing reading and spelling.
Various therapeutic methods, including the Montessori method and the Fernald multisensory approach, are used to improve visual memory and auditory sensitivity. The Fernald method is based on the Gestalt psychology principle that the whole is different from the sum of its parts, and the visual area of the brain does not respond to discrete visual input elements (Schultz & Schultz, 2011). Words are represented in the brain as a unified whole rather than as discrete components. The Montessori method is an educational approach that provides opportunities for self-directed learning, individual study freedom, cognitive development, and adaptation to the social environment's needs for children, utilizing educational tools to develop their self-sufficiency skills (Darleiman et al., 2019).
The sensory integration therapeutic model engages the child's senses through playful tasks, creating a practice-like aspect in sensory coordination, ultimately leading to improved coordination and accuracy of sensory performance. Since focused attention plays a crucial role in maintaining integrity and enhancing performance in learning, it seems that it could be effective in writing disorders. Given the aforementioned points, the present research aims to answer the question of whether the Montessori method and the Fernald multisensory approach have an impact on visual memory and auditory sensitivity in specific learning disabilities (writing).

This study was conducted in a quasi-experimental design with a pre-test and post-test format, involving two experimental groups and one control group among 60 first-grade students in Tabriz with specific learning disabilities, specifically dysgraphia, who were selected through convenience sampling. The selected students had normal intelligence and healthy vision and hearing based on standardized assessments, and they were only two standard deviations below the class average in spelling scores. The tests used in this research included the following.
1- Weschler Memory Test: The Weschler Clinical Memory Test was used to measure memory. This test was employed to assess the auditory and visual sensitivity of children in their ability to store and recall previously heard and seen words or objects, as well as short-term memory.
2- Montessori Method: During 10 sessions, various exercises were provided to the participants to enhance different senses and perceptions, such as sorting pictures to strengthen visual memory and working with nuts and bolts using a wrench to enhance tactile memory. Ultimately, feedback was gathered from the children to summarize the educational content.
3- Fernald Method: In the first session, the multi-sensory Fernald method for learning spelling was explained, and words were written in a raised format on educational cards so that the shape of the word could be felt. In the following 7 sessions, the children's senses were utilized to recall the correct spelling of words, including visual, tactile, and auditory senses.
The results of the above study indicate that visual memory and auditory sensitivity increased more significantly in the Montessori and Fernald methods compared to the control group, and this difference is statistically significant (p < 0.01). It can be said that the Montessori method has an impact on visual memory and auditory sensitivity in first-grade students with dysgraphia in Tabriz. In explaining the relevant findings, it can be noted that in the Montessori method, the teacher works individually with the children. Individualized educational programs have a positive effect on children's cognitive development (Kaili, 2018).
The multi-sensory Fernald method also affects visual memory and auditory sensitivity in first-grade students with dysgraphia in Tabriz. The most important technique in this method is the tracing approach, where during the educational program, students learn the entire word as a simple unit and strengthen their memory by tracing it. Therefore, it can be said that the multi-sensory Fernald method is effective in characteristics such as reading errors due to omission, addition, and correction of words, difficulty in recognizing the shape and size of letters, poor spelling, and inability to remember names.