ISSN: 2222-6990
Open access
Writing skills is very important for the development of childhood education as early as school. Learning strategies and techniques need to be diversified so students can master writing skills. Implementation of learning using space visual application techniques can improve writing skills among dysgraphic students. This study aims to build a viability camp-based module based on a combination of dysgraphia theory and howard gardner intelligence theory to improve writing skills on dysgraphia students. Literature review discusses (1) general research about dysgraphia in Malaysia and other countries, (2) remedial module intervention for dysgraphia in Malaysia and (3) visual spatial studies in Malaysia and other countries. Based on the conceptual framework, the study contains two phases namely construction and testing to test the reliability of the KeM-V's Remedial Module against dysgraphia students. At the end of the study, dysgraphia students are expected to master the writing skills of letters and words well on a line consistently.
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In-Text Citation: (Mohamad & Ahmad, 2019)
To Cite this Article: Mohamad, N. H. B. S. @, & Ahmad, N. A. (2019). Conceptual Framework Of Development And Testing Remedial Module Of Dysgraphia Students Through The Visual Spatial Writing Skill Learning Module (KeM-V) In Writing. International Journal of Academic Research in Business and Social Sciences, 9(5), 1171–1181.
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