ABSTRACT

This study aimed to determine the effects of word game-based activities on improving academic performance in school children with learning disabilities. The study utilized the Madras Dyslexia Association (MDA) screening tool and the Academic Performance Rating Scale (APRS) to identify learning difficulties in school children. The focus of this study was to address academic challenges and examine the effects of conventional occupational therapy practices on improving academic performance in children with learning disabilities. Specifically, it compared the effects of conventional occupational therapy with word game- based activities on academic performance. A quasi-experimental research design was used, involving 30 children aged between 6 and 12 years with learning disabilities. The children were conveniently sampled into two groups: an experimental group (n = 15), which received interventions based on word games for 30 minutes per session across 36 sessions, along with occupational therapy; and a control group (n = 15), which received only occupational therapy for the same number of sessions. Statistical analysis showed a significant improvement in academic performance among children in the experimental group after the interventions. This study highlights the positive effects of word game-based activities on improving academic performance in school children with learning disabilities. These activities can be integrated into occupational therapy to help children facing difficulties in reading, spelling, writing, and motor skills. Keywords: Learning Disability, Academic Performance, Word Game-Based Activities.
Publication date: 01/11/2026

https://www.ijbpas.com/pdf/2026/November/MS_IJBPAS_2026_10147.pdf

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https://doi.org/10.31032/IJBPAS/2026/15.11.10147