Action Research: Solving Sixth Grade Students Writing Disorder Based on the Results of Nepsy Neuropsychology Test

Introduction: Learning to write is very important because writing is a powerful tool for thinking, learning, and the need to continue studying to enter a variety of professions. Meanwhile, there are students who have difficulty learning to write for a variety of reasons. Therefore, the present study was conducted with the aim of eliminating the dictation disorder of sixth grade elementary students based on the Nepsi neuropsychological test and other causes of dictation disorder. Methods: The present descriptive research is of the action research type. The statistical population includes all sixth-grade students of Mahdieh Elementary School in Savojbolagh city in the academic year of 1397-98. The statistical sample includes 3 students in the class who had severe weakness in spelling. Nepsi’s psychological neural test data collection tools included interviews, sample spelling of students, and observation of students’ IQ. Data analysis was performed by statistical analysis of multivariate analysis of variance using SPSS software. Results: According to the results, most of the causes of dictation problems in these students were related to visual memory, visual sequence memory and inaccuracy; thus, first, 19 sessions devoted to strengthen these areas, then 9 sessions devoted to activities for educational troubles (or exceptions). Furthermore, according to the results of Nepsi neuropsychological test, 11 sessions were performed to improve students’ performance on the executive action subscale. Then the meaning of the word, the whole family and the contradiction were taught. After that, the students were asked to make sentences with them while correcting spelling mistakes. Conclusion: The results indicated that the spelling mistakes of the students were reduced and their composition was strengthened by presenting the implemented strategies. Due to the effect of the training used in reducing students’ dictation disorder, it is recommended that teachers also use this training in working with students with dictation disorders.