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This study explores the impact of attention training on the academic performance of students diagnosed with dysgraphia. Dysgraphia, a specific learning disability, affects writing abilities, which can hinder academic success. By integrating attention training programs, this research aims to determine if such interventions can improve the academic outcomes for these students. The study employs a quasi-experimental design with a control group and an experimental group receiving the attention training intervention. Pre- and post-intervention assessments of academic performance and attention levels are analyzed to evaluate the effectiveness of the training.
Raji et al. (Mon,) studied this question.