ISSN: 2222-6990
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This study aims to analyze the effectiveness of writing techniques in helping dyslexic students overcome problems in mastering writing. This study was conducted at the D'Genius TTDI Dyslexia Association, involving 8 dyslexic students who have been given a dyslexia diagnosis. The researchers carried out four sets of writing tests vowels, syllables, lowercase and uppercase letter recognition to assess the efficacy of the activities conducted. The researcher used the Orton-Gillingham approach (1948) in this study. The researcher observed that before the application of the Orton-Gillingham approach, dyslexic students were less active in their writing activities. As a result, dyslexic students feel bored quickly and lack concentration when doing writing activities. They enjoy hand movements and letter formation activities after using the Orton-Gillingham approach in learning. The study results showed an increase in scores in each set of tests, which reflected the effectiveness of writing techniques in helping dyslexic students improve their writing skills. Activities involving multisensory approaches, such as playing with letter cards and using kinesthetic materials were proven to have a positive impact on dyslexic students. Although, there is a variation in the increase in scores between students, the writing techniques implemented showed effectiveness in improving the ability of dyslexic students to recognize letters, sounds, and syllables. This study suggests that multisensory learning is tailored to the individual needs of each student to improve better achievement in their writing mastery.
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