השפעת הקורס "כתיבה - ליקויים והוראה מותאמת" על מהירות הכתיבה ועל הכתיב בקרב סטודנטים להוראה

The purpose of the present study was to examine the impact of the course ״Writing – Disorders and Remedial Teaching״, which is designed to provide student teachers with practical skills for advancing students with special needs in writing, on the writing speed and spelling of the student teachers themselves – those with writing difficulties, as well as those without. The participants in the study were 127 student teachers. A battery of diagnostic tests was administered at the beginning and end of the intervention to examine the student teachers׳spelling errors and writing speed.The study findings indicated differences between the beginning and end of the course in the following measures: (1) A change in writing speed in all groups, especially in groups that started the course with low or medium writing speed; (2) Improvement in number of spelling errors in all groups, especially groups that started the course with a large number of errors. No differences were found between the groups in recognition of spelling errors. The discussion presents the theoretical and practical implications