Abstract:

Writing skill is one of the most important indicators of success in primary school. Students who have dysgraphia fall behind their peers in writing despite receiving adequate education and cannot write automatically. Therefore, if the problems experienced by students with dysgraphia in writing are not intervened, problems arise that will affect all educational processes. The aim of the study was to improve the writing skills of a primary school fourth grade student who had difficulty in writing and to ensure legibility in his writing. For this purpose, an action research design was used. The research was carried out with a student who was diagnosed with dysgraphia (disability in writing) under the title of specific learning disability. This student was observed during the writing activities and his writing samples were examined. In this context, an action plan was prepared, and the study was completed after a ten-week process which was four times a week, in line with the current plan. In order to determine the legibility of the pre-test and post-test writing samples, the Multidimensional Legibility Scale adapted to vertical basic writing was used. In addition, the student's writing samples were analyzed. The results indicated that the application was successful, and the student's writing reached a legible level. The study showed that with the right application process, the writing of students with dysgraphia can be improved.

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