Effect of remedial teaching on the scholastic performance of children with learning disability


  • Areena C. Vincent Department of Pediatrics, Pushpagiri Institute of Medical Sciences and Research Center, Tiruvalla, Kerala, India
  • Manju G. Elenjickal Department of Pediatrics, Pushpagiri Institute of Medical Sciences and Research Center, Tiruvalla, Kerala, India
  • Sukumaran T. U. Department of Pediatrics, Pushpagiri Institute of Medical Sciences and Research Center, Tiruvalla, Kerala, India




Intelligence quotient, Learning disability, Remedial teaching, Scholastic performance


Background: To assess the effectiveness of remedial teaching in children with learning disability and to find association between IQ score and age of the child with their improvement.

Methods: An interventional study using pre-post study design, took place in Child Development Centre (CDC) of tertiary care Medical College hospital. Participants includes 45 school going children of age group of 6-15 years. After initial diagnosis and IQ assessment, remedial teaching was given in CDC for 12 months. Techniques are chosen on an individual basis by formulating individualised education program (IEP) by special educators. Diagnosis and pre- post assessment were done using tool, NIMHANS SLD battery. Effectiveness was evaluated as improvement in class levels of students. Definite improvement was decided in each student if improvement was observed in 4 or more domains.  Relationship of IQ score and age with their improvement in was noted.

Results: In pretest, poor results were found in attention and copying in 39 children, reading in 41, comprehension and spelling in 42, written expression in 43, and arithmetic in 44. In posttest, good results with statistical significance (p<0.05) were found in attention in 33, copying in 27, reading in 24, arithmetic in 15, and spelling in 12 children. Definite improvement was noticed for 33% of students with significant association with age and not IQ score of the child.

Conclusions: This study shows that remedial teaching can bring about significant changes in academic skills namely attention, copying, reading, arithmetic, and spelling. 33% had definite improvement in 4 or more domains. The improvement in academic skills following remedial teaching was dependent on the child’s age and not on IQ score.


Learning. Available at: https://en.oxforddictionaries.com/definition/learning/. Accessed 2 January 2020.

A Brief History of Dyslexia.available at: https://dyslexiahistory.web.ox.ac.uk/brief-history-dyslexia/. Accessed 2 January 2020.

Thomas Robert McG, Samuel A. Kirk, 92 pioneer of special education field. New York times, 28 July 1996. https://www.nytimes.com/1996/07/28/us/samuel-a-kirk-92-pioneer-of-special-education-field.html/. Accessed 2 January 2020.

American Psychiatric Association. Diagnostic and statistical manual of mental disorders. BMC Med. 2013;17:133-7.

Karibasappa CN, Nishanimut SP, Padakannaya P. A remedial teaching programme to help children with mathematical disability. Asia Pacific Disability Rehabilitation J. 2008;19(2):76-90.

Cohen J. Learning disabilities and psychological development in childhood and adolescence. Annals Dyslexia. 1986; 36(1):287-300.

Sukumaran TU. Poor scholastic performance in children and adolescents. Indian Pediatr. 2011; 48(8):597-8.

Kapur M, John A, Rozario J, Oommen A. NIMHANS index of specific learning disabilities. Psychological Assessment of Children in the Clinical Setting. Bangalore: Depart Clini Psychol, Nat Institute Mental Health Neurosci. 2002:88-126.

Malin AJ. Manual for Malin’s intelligence scale for Indian children (MISIC). Lucknow: Indian Psychol Corp. 1969.

Nair MK, Prasad C, Unni J, Bhattacharya A, Kamath SS, Dalwai S. Consensus statement of the Indian Academy of Pediatrics on evaluation and management of learning disability. Indian Pediatr. 2017; 54(7):574-80.

Wechsler D. Wechsler Intelligence Scale for Children-Third Edition. New York: Psychol Corpora.1991.

Lyon GR, Fletcher JM, Shaywitz SE, Shaywitz BA, Torgesen JK, Wood FB, et al. Rethinking learning disabilities. In: Finn Jr CE, Rotherham AJ, Hokanson Jr CR, eds. Rethinking Special Education for a New Century. 1st ed. Pennsylvania: Diane Publishing Company. 2002:259-87

Malhotra S, Rajender G, Sharma V, Singh TB. Efficacy of cognitive retraining techniques in children with learning disability. Delhi Psychiatr J. 2009;12(1):100-06.

Siegel LS. IQ is irrelevant to the definition of learning disabilities. J Learning Disabilities. 1989; 22(8):469-78.

Gresham FM, Vellutino FR. What is the role of intelligence in the identification of specific learning disabilities? Issues and clarifications. Learning Disabilities Res Pract. 2010 Nov; 25(4):194-206.






Original Research Articles