摘要：Many researchers recently focus on Specific Learning Disabilities due to the significant percentage of students recently diagnosed with SLD ( American Psychiatric Association, 2013 ) . This study basically aims in investigating the effect of Morphological Skills in written expression and spelling through an intervention project. The sample of the research consisted of 7 participants who coped with significant difficulty in written speech and orthography. Their chronological age was between 10;01 (y;m) and 12;08 (M = 11.07, SD = 0.05). The project lasted for a 10 - week period (March 2017 - May 2017). Semi-structured interviews with participants’ parents, teachers and special educators were also conducted in order to increase the credibility and validity of the results. A screening test was also designed in order to evaluate the qualitative elements of the participants’ progress with accuracy. The results from Friedman non-parametric statistical test showed statistically significant elimination of errors in general (χ 2 F(1) = 7.000, p = 0 .008 0.05), in nouns (χ 2 F(1) = 7.000, p = 0 .008 0.05), in verbs (χ 2 F(1) = 7.000, p = 0 .008 0.05) and in adjectives (χ 2 F(1) = 4.000, p = 0 .046 0.05).
