Enhancing Vocabulary Instruction for Children With Speech and Hearing Impairments: The Role of Multiple Sensory Modalities

Abstract

This study aimed to evaluate the efficacy of a multi-sensory approach to vocabulary instruction for youths with speech impairments and contrast it with conventional techniques. A total of 52 speech-impaired children between the ages of 18 and 20 were included in the study, and they were allocated randomly to either the experimental group (n = 26) or the control group (n = 26) in a proper experimental design. The control group received conventional instruction, while the experimental group received multi-sensory instruction in vocabulary. Data were gathered through observations and questionnaires, and pre-and post-test vocabulary evaluations were completed. The results revealed that, compared to the control group, the experimental group's vocabulary scores significantly improved from the pre-test to the post-test. According to statistical analyses, all sensory modalities, such as visual, auditory, and kinesthetic, contributed to improving vocabulary skills, with the multi-sensory approach producing the most notable improvement. These results offer empirical proof of the value of a multi-sensory approach in helping children with speech impairments improve their vocabulary skills. The use of visual, auditory, and kinesthetic modalities in this method encourages active participation and meets the varied learning requirements of the students. When developing inclusive and successful instructional strategies, educators, practitioners, and parents should consider the practical implications of this research. Future research should explore larger sample sizes, various educational settings, and long-term effects to validate further and improve the multi-sensory approach for vocabulary instruction in children with speech impairments.