Assessment and evaluation are key aspects of teaching and instruction, which serve to promote learning through better planning. Writing as an integral component of literacy, deals with convention and purpose – essentials that need to be incorporated in children to develop them into quality writers. writing evaluation has been catered on holistic grounds for much of the time however, for novice and challenged writers some analytical criterion has been proposed in literature. The present study was designed to find out the impact of Activity based instructions in improving the prewriting skills among children with profound hearing loss at pre-primary level. The present study will address the impact of activity-based instructions by using Auditory, visual and Motor activities. Learning effectiveness was evaluated by comparing its results with traditional methods. The hypothesis was raised and field validated questionnaire was used as data collection instrument. The study was conducted in five sessions by using activity-based instruction. The pre and post test results appears to be a favorable progress in learning. Significance difference was found in the mean scores in achievements in literacy skills between pre and posttests. The main scores of post test scores are higher than the pretest. The activity-based instructions are more effective than the conventional method. It was recommended that teachers should use this method effectively at preschool level.
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