OLOFU, PRECILLA ALU2024-10-142024-10-142023-05-26https://teras.ng/api/asset/document/1e45a72b-afe3-4ed3-92bc-3271093ecfdfhttps://teras.ng/catalog-item/296e029c-4d0f-4aab-b8bb-2d4fd5e02b6dhttp://dspace.teras.ng:4000/handle/123456789/45885This study was conducted to investigate the effect of instructional remediation on handwriting legibility among pupils with dysgraphia in primary schools in Ogoja Education Zone, Cross River State, Nigeria. To achieve this, the study was anchored on four theories. The independent variable is instructional remediation which include teacher modeling, use of pencil grip, motor training skills while the moderators’ variables was gender. The dependent on handwriting legibility among pupils with dysgraphia. Six research questions and six null hypotheses were formulated to guide the study. The null hypotheses were: A review of related and relevant literature was conducted to seek the views and opinions of authors and researchers concerning all the variables. A quasi-experimental research design was adopted for the study. The population of the study comprised of 74 pupils with dysgraphia selected in 4 primary schools which also formed the sample of the study selected through multiple sampling techniques. A hand writing legibility ability test was designed by the researcher under the guidance of the supervisor and two experts in special Educators as instrument and used for data collection.postgraduate