Research Article 7
Journal of Education & Social Sciences - Volume 14, Issue 1 2026
By Mehtab Hussain
DOI: 10.20547/jess1412614102
Keywords: Keywords: CLASP-W, Cognitive Load Theory, Scaffolding, Urdu Writing Skills, Learning Disabilities, Special Education

This study was conducted to determine the effectiveness of the Cognitive Load-Aware Scaffolded Program for Writing (CLASP-W) to improve the Urdu writing skills amongst the students with learning disabilities. A pre-test-post-test control group experimental design was utilized, with a sample of 40 students selected through purposive sampling, who were then put into two groups: the control group (n = 20) and the experimental group (n = 20). The experimental group received 32 sessions of CLASP-W intervention. Urdu Writing Assessment Rubric (UWAR) (? = 0.82; ICC(3,3) = 0.77) was used to collect pre-test and post-test data of students' Urdu writing performance. Data were analyzed through descriptive and inferential statistical tests. Data analysis revealed that the performance of both groups was same at pre-test establishing the baseline equivalence (p = .44). In-group pre-test-post-test analysis showed that the control group did not show any significant improvement (p = .089), on the other hand, the experimental group demonstrated a significant improvement in Urdu writing score (t(19) = 6.15, p < .001, d = 1.37). Post-test between-group comparisons also proved that the experimental group performed much better than the control group (t(38) = 5.14, p < .001, d = 1.35. Results of ANCOVA also confirmed the effectiveness of the intervention (F(1, 37) = 24.80, p < .001). Results indicate that CLASP-W is an effective strategy to improve the writing skills of LD students in Urdu classrooms. Findings of the study suggest that the instruction of LD students may be designed to target their unique cognitive needs.

Submission Date: 8 Jan, 2026 Reviews Completed: 12 Jun, 2026
Acceptance Date: 20 Jun, 2026 Publication Date: 30 Jun, 2026