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

Soliman, Mohammad Said; Al-Madani, Feras Mohammed

doi:10.15516/cje.v19i2.2190

Cited by 3 publications

(3 citation statements)

References 48 publications

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“…This indicates the effectiveness of the psycholinguistic approach to multisensory instruction in improving psycholinguistic abilities of children with LD. These results go in the same line with previous research (Joshi, Dahlgren & Boulware-Gooden, 2002;Mehrabi, Zarbakhsh & Rahmani, 2014;Nourbakhsh, 2014;Soliman & Feras, 2017;Şule & Çiğdem, 2018) which indicates the effectiveness of training programs based on the multi-sensory strategy conducted in improving the basic psychological processes of attention, cognition and memory. This was reflected positively in alleviating their academic disabilities.…”

Section: Discussionsupporting

confidence: 91%

The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities

Rasheed

2022

Psycholing.

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Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD. Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others. Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others. Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.

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Section: Discussionsupporting

confidence: 91%

The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities

Rasheed

2022

Psycholing.

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“…Crucially, multisensory presentation in evoked mental imagery supports readers in the learning process, from language comprehension ( Bottini et al, 1994 ), to socially-motivated behaviors such as perspective taking ( Decety and Ruby, 2001 ), to motor learning ( Yágüez et al, 1998 ). Researchers have reported multisensory approach was not only effective for students with dyslexia or reading difficulties who are learning to read and write ( Warnick and Caldarella, 2016 ; Soliman and Al-Madani, 2017 ; Gori et al, 2020 ), but could also facilitate student learning outcomes, such as the integration between vocal signals and visual cues (like facial movements) in social and language learning ( King and Lewkowicz, 2012 ; Weatherhead and White, 2017 ), the association of spoken words and visually presented objects in the context of vocabulary learning ( Pereira et al, 2014 ), and the acquisition of speech sound-letter correspondences during reading development ( Horbach et al, 2015 ). In recent years, multisensory experience was also designed for library reading promotion, book exhibition, music reading and art appreciation ( Spence, 2020 ; Arora, 2021 ; Paraskevopoulos et al, 2021 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Multisensory reading promotion in academic libraries

Jiang²,

Wu³

et al. 2023

Front. Psychol.

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To confront college students’ new reading patterns and the continuous decline in academic library borrowing rates, we conducted empirical research on promoting multisensory reading as a way to attract students’ attention, and to stimulate interest in, and promote the practice of, reading through a library program called “Reading Today Listening Everyday” (RTLE) on a library’s WeChat public account. The program involved 48 librarians and 105 students who were recruited into different groups to co-create, edit and release multisensory tweets every workday. Multisensory contents including text-based content, audio-based content and emotional resonance were presented to evoke readers’ visual, audio, and emotional senses to induce more reading practice. Using the Context, Input, Process and Product (CIPP) evaluation method, the multisensory presentation in RTLE program was proven to be effective in promoting library reading with a high number of tweeted page views and an increased borrowing rate for recommended books. In 2020, 269 issues accompanied by 269 audio frequencies garnered 80,268 page views, depending on the caliber of the reading promoter out of the 48 librarians and 52 student anchors behind it. The 484 RTLE-recommended books were borrowed 113 times in 2020, which was a rate 1.46 times higher than in 2019 (77 times). The analysis of the relationship between tweet views and borrowing rates for recommended books indicates that more page views indicate greater reader interest, leading to increased borrowing. From readers’ feedback and comments, the gain afforded by multisensory reading can improve higher-level reading trends such as the number of reading interests, enjoyment, engagement, etc.

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“…Un sistema trasnochado que se centra casi exclusivamente en el libro de texto dificulta, a los alumnos con dislexia, las oportunidades de acceso a los aprendizajes (Asensio, 2016). La diversidad del alumnado en el aula requiere metodologías que integren el uso de diversos canales sensoriales para aprender (Jeyasekaran, 2015;Soliman y Al-Madani, 2017), y la utilización de recursos variados, como las TIC, que favorecen el proceso de enseñanza y aprendizaje (Anestis, 2015).…”

Section: Discusión Y Conclusionesunclassified

Barreras para el Aprendizaje y la Participación en la Escuela del Alumnado con Dislexia: Voces de Familias

Forteza

Fúster

Moreno-Tallón

2019

RIEJS

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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

Abstract: The main goal of the present study was to examine the effects of multisensory-based instruction combined with brain-compatible

Cited by 3 publications

References 48 publications

The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities

The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities

Multisensory reading promotion in academic libraries

Barreras para el Aprendizaje y la Participación en la Escuela del Alumnado con Dislexia: Voces de Familias

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