Abstract
This research focuses on the delivery of a multi-sensory literacy program incorporating an arts-based reading and spelling approach delivered in two different educational settings. As well as the development of self-regulation tools by the children. The first setting is a traditional kindergarten, where it was provided as a supplement to reading instruction for a small group of children. The second setting was a small group of home-schooling parents and children. This action research focused on similarities and differences of working with these two groups; and how program delivery was adapted and changed to meet the learning needs and styles of the children.
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