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.
Abdullah, M. S., Salsidu, Z., & Azman, M. N. A. (2017). Sains humanika trend pembelajaran menggunakan multimedia interaktif dalam bidang pendidikan teknikal. Perak: UPSI
Ahmad, A., & Jinggan, N. (2015). Pengaruh kompetensi kemahiran guru dalam pengajaran terhadap pencapaian akademik pelajar dalam mata pelajaran sejarah. Jurnal Kurikulum & Pengajaran Asia Pasifik, 3(2), 1-11.
Ahmad, N. (2015). Dr.SOBI. Perak: UPSI
Ahmad, S. M. (2013). Pembangunan dan kesan koswer animasi grafik dalam kalangan pelajar teknikal yang berbeza kecerdasan visual-ruang. Kuala Lumpur: Universiti Tun Hussein Onn Malaysia.
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental health disorders 5th edition. Washington: American Psychiatric Publishing
Barrientos, P. (2016). Handwriting development in spanish children with and without learning disabilities: A graphonomic approach. Journal of Learning Disabilities, 50(5), 552–563.
Benedan, L., Powell, M. B., Zajac, R., Lum, J. A. G., & Snow, P. (2018). Suggestibility in neglected children: The influence of intelligence, language, and social skills. Journal of Child Abuse & Neglect, 79, 51–60.
Bjekic, D., Obradovic, S., Vucetic, M., & Bojovic, M. (2014). E-teacher in inclusive e-education for students with specific learning disabilities. Journal of Procedia – Social & Behavioral Sciences, 128, 128–133.
Bucher, L., Bublak, P., Kerkhoff, G., Geyer, T., Müller, H., & Finke, K. (2018). Spatial remapping in visual search: Remapping cues are provided at attended and ignored locations. Journal of Acta Psychologica, 190, 103–115.
Calan, E. (2015). Drawing, photographs, and painting: Learning about the natural world in an urban preschool. Journal of National Association for The Education of Young Children, 10, 194-215.
Cappa, C., Giulivi, S., Schiliro, A., Bastiani, L., Muzio, C., & Meloni, F. (2015). A screening on specific learning disorders in an Italian speaking high genetic homogeneity area. Journal of Research in Developmental Disabilities, 45-46, 329–342.
Carlson, A. G., Rowe, E., & Curby, T. W. (2013). Disentangling fine motor skills relations to academic achievement: The relative contributions of visual-spatial integration and visual-motor coordination. The Journal of Genetic Psychology, 174(5), 514–533.
Chang, S.-H., & Yu, N.-Y. (2013). Handwriting movement analyses comparing first and second graders with normal or dysgraphic characteristics. Journal of Research in Developmental Disabilities, 34(9), 2433–2441.
Chew, F. P. (2015). Pelaksanaan program literasi dan numerasi (linus) di sekolah rendah. Jurnal Pendidikan Bahasa Melayu, 5(2),1-11.
Chia, M. Y., Saliyan, I., Tan, S. T., Mohammad, M. K. A., & Aziz, N. A. A. (2013). Meningkatkan kekemasan tulisan murid-murid pemulihan khas dalam penulisan rumi menggunakan kit doratin. Johor Bahru: IPG Kampus Temenggung Ibrahim.
Chung, P., & Patel, D. R. (2015). Dysgraphia. International Journal Of Child Adolesc Health, 8(1), 27-36.
Costello, M., & Balasubramanian, V. (2012). Copy and recall therapy for dysgraphia and memory in aphasia. Journal of Social and Behavioral Sciences, 61, 154–156.
Danna, J., Paz-Villagran, V., & Velay, J.-L. (2014). Lifts and stops in proficient and dysgraphic handwriting. Journal of Human Movement Science, 33, 381–394.
Dewan Bahasa & Pustaka. (2018). Kamus dewan edisi keempat. Kuala Lumpur: DBP.
Dinehart, L. H. (2014). Handwriting in early childhood education: Current research and future implications. Journal of Early Childhood Literacy, 15(1), 97–118.
Hellinckx, T., Roeyers, H., & Van Waelvelde, H. (2013). Predictors of handwriting in children with autism spectrum disorder. Journal of Research in Autism Spectrum Disorders, 7(1), 176–186.
Ismail, F. (2015). Kemahiran Menvisualisasi Ruang Dalam Kalangan Pelajar Bagi Mata Pelajaran Pendidikan Seni Visual. Universiti Tun Hussein Onn Malaysia: Fakulti Pendidikan Teknikal dan Vokasional.
Kandel, S., & Perret, C. (2015). How doe
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.
Copyright: © 2019 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
