Abstract:

The present study explores teachers’ perceptions of the difficulties they encounter when teaching English writing to students with learning disabilities and examines the instructional strategies they consider most effective in addressing these challenges. A qualitative exploratory research design was employed to gain in-depth insights into teachers’ experiences and perspectives. Data were collected through semi-structured interviews with a sample of educators working in the Qassim region. This method allowed participants to elaborate on their instructional practices, challenges, and beliefs. The collected data were analyzed using thematic analysis, through which several recurring themes emerged.

The findings reveal that teachers largely perceive traditional, rigid instructional approaches as ineffective for students with learning disabilities. Instead, they emphasized the importance of adaptive and flexible applications of evidence-based practices. Strategies such as task decomposition, visual scaffolding, and gamified repetition were viewed as particularly successful in supporting students’ writing development. Teachers highlighted that breaking tasks into smaller, manageable steps helps reduce cognitive overload and increases students’ confidence.

Furthermore, the study shows that teachers attribute students’ writing difficulties primarily to underlying cognitive factors, including deficits in phonemic awareness, limitations in working memory, and weaknesses in visual perception, rather than a lack of motivation or effort. Additional effective strategies identified include routine-based repetition, collaborative learning activities that encourage peer interaction, and the use of technological tools to enhance engagement and accessibility.

Based on these findings, the study recommends policy-level reforms, such as extending assessment and evaluation time for students with learning disabilities and providing specialized professional development for teachers. Training programs focusing on neuro-educational methods are particularly encouraged to better equip educators with the knowledge and skills needed to support diverse learners effectively.

Keywords:

Writing Instruction, Formative Assessment, Muli-Sensory Instruction, Scaffolding, Task Decomposition.