摘要：AbstractThe aim of the present study was to investigate the effectiveness of multi sensory training on spelling disability of female, gifted, primarily school students. A sample of 360 students was recruited from primarily schools and then they were screened for learning disorder and IQ; final sample consisted of 38 female students. The experimental group received multisensory training (n1=19) and control group remained in waiting list (n2=19). Results show that there was significant differences between the two groups in dictation score after the training procedure. Generally, this research finding shows new ways of helping twice-exceptional students to have higher academic achievements.
