INTERVENTION FOR FOSTERING AUDITORY AND VISUAL PERCEPTION AMONG STUDENTS WITH SPECIFIC LEARNING DISABILITIES (Pages 129-139) by Dr. M. C. Anilakumari in THE INTERNATIONAL RESEARCH SPECIALIST / ISSN: 2350-1499 (Online); 2350-0751 (Print)

The use of audio causes retention rate of about 20 % in students and audio-visual causes 30 % retention and use of multimedia presentations causes the retention rate is as high as 60 %, if the students are highly involved in it. In this context the study focused on developing and experimenting a specially designed study material for intervention in the form of Multimedia Package based on the learning style and remediation for Primary School Students(PSS) who exhibit symptoms of Specific Learning Disabilities (SLD) especially Dysgraphia and closely related characteristics. The study was survey cum experimental in nature. For the purpose, one group pre-test post-test design was adopted. The Investigator had also prepared and standardised a Dysgraphia Characteristics Inventory, Learning Style Inventory, a Test to measure the performance of students before and after the experiment, and an informal Proforma for Scholastic Backward students. During the time of experiment all these tools and adopted tools such as Ravens Coloured Progressive Matrices, Ekwall Informal Reading Inventory, and Diagnostic Test of Learning Disabilities were administered. The scores thus obtained were analysed by using one-way repeated- measures ANOVA (Greenhouse – Geisser corrected values) and the Post hoc test (pair-wise multiple comparison with Bonferroni correction). The major conclusions of the study was the intervention was more effective on the performance of PSS with SLD having different learning styles with respect to different aspects of Dysgraphia, and the multimedia instructional design based learning intervention package could meet the learning requirements for students to enhance the auditory- visual perception and academic performance in the learner centered learning environment. Keywords: Intervention, Specific Learning Disabilities, Dysgraphia, Learning styles, Auditory-visual perception etc.