Teaching reading in an inner city school through a multisensory teaching approach

Abstract

The purpose of the present study was to examine the efficacy of the multisensory teaching approach to improve reading skills at the firstgrade level. The control group was taught by the Houghton-Mifflin Basal Reading Program while the treatment group was taught by the Language Basics: Elementary, which incorporates the OrtonGillingham-based Alphabetic Phonics Method. The results showed that the treatment group made statistically significant gains in phonological awareness, decoding, and reading comprehension while the control group made gains only on reading comprehension.

The Effects of Multisensory-Based Instruction Combined with Brain-Compatible Environment Techniques on Reading Fluency and Reading Comprehension of Fourth-Grade Students with Dyslexia/Učinci poučavanja utemeljenog na višeosjetilnosti i tehnikama okoline p

“…This result is consistent with the results of research conducted by Chuen (2005), Duchock (1992), Foorman et al (1997), Giess (2005), Heidari et al (2012), Hook et al (2001), Jeyasekaran (2015), Joshi et al (2002), Kutrampos (1993), Litcher & Roberge (1979), Mehrabi et al (2014), Nourbakhsh (2014), Oakland et al (1998), Stoner (1991) and Westrich-Bond (1993).…”

“…(Mousavi, Low, & Sweller, 1995, p. 319) Many empirical studies have investigated the effectiveness of multisensory teaching in developing reading skills of elementary school dyslexic students (Chuen, 2005;Foorman et al, 1997;Heidari et al, 2012;Hook et al, 2001;Jeyasekaran, 2015;Joshi et al, 2002;Kutrampos, 1993;Mehrabi et al, 2014;Nourbakhsh, 2014;Oakland et al, 1998;etc. ).…”

A review of multi-sensory technologies in a Science, Technology, Engineering, Arts and Mathematics (STEAM) classroom

“…Multi-sensory education can be explained as an instructional method which uses visual, auditory, kinaesthetic and tactile ways to educate students (Joshi, Dahlgren, & Boulware-Gooden, 2002). It involves teaching through hearing and speaking, seeing and perceiving, and touch, movement and action (Taljaard, 2016).…”

Eκπαιδευτική Παρέμβαση Στη Γραμματική Της Αρχαίας Ελληνικής Γλώσσας Σε Μαθητές Με ΕΜΔ

“…al., 2007, Hatzifilippidou, 2005, Hatzifilippidou&Pavlidis, 2004, 2005, Bender, 2004, Peer θαη Reid, 2003, Joshi, Dahlgren, Boulware-Gooden 2002, Baker&Beisel, 2001, Εαθξαλά, Νηθόιηζνπ θαη Γαληειίδνπ, 2000, Pavlidis, 1998, Eggen&Kauchak, 1992, νη νπνίεο ζπλεγνξνύλ ππέξ ηεο απνηειεζκαηηθόηεηαο ησλ πνιπαηζζεηεξηαθώλ κεζόδσλ, ελώ ηαπηόρξνλα παξαηεξήζεθε βειηίσζε ζηελ νξζνγξαθεκέλε γξαθή ησλ παξαγώγσλ ησλ ξεκάησλ. Ζ βειηίσζε απηή θαηά κέζν όξν είλαη ηεο ηάμεο ηνπ 58,4%.…”