Informal Assessment Research Articles

Toward Improved Identification of Parental Substance Misuse: An Examination of Current Practices and Gaps in One US State.

The use of illicit substances, including opioids, is a serious public health issue in the United States. While there are reports of the impact of the ongoing opioid crisis on adults, a new focus has emerged on how parental substance misuse (PSM) affects children. This study explored existing screening and assessment practices and services for children and families affected by PSM across different service sectors in one state. The purpose of the study was to identify opportunities for training, policy development, and practice improvement related to identifying PSM and linking children and parents to services. Interviews (n = 15) with professionals from five service sectors (mental health, primary care, schools, community programs, and law enforcement) were used to inform development of a state-wide survey of the same groups (n = 498) to assess current practices, attitudes, knowledge, and training needs related to child screening of PSM. The survey was piloted using cognitive interviewing (n = 9) before it was distributed. Fewer than 20% of survey respondents reported using standardized tools specific to screening PSM. Informal assessment practices predominate, though 60% of respondents saw value in adopting more standardized PSM screening. Attitudes about PSM and screening varied among sectors but interest in training was high. Results indicate a need for more systematic PSM screening, cross-sector training and practice discussions, and policies to support early identification of children affected by PSM. Ramifications of these findings and recommendations are discussed.

How is the education component of pulmonary rehabilitation delivered in practice--Is it patient-centred?

Pulmonary rehabilitation (PR) involves a significant component of education, but little has been published on what educational content is covered or how it is delivered. This survey study set out to investigate how PR education is delivered in practice. A survey was designed to investigate the current educational delivery and which topics respondents reported should be included in a PR programme. The survey was sent to 11 Scottish PR Action group regional leads. Nine completed the questionnaire (81.8%). Education was reported to be predominately group-based and face-to-face (n=9, 100%) consisting of between 6 and 12 sessions. Most educational topics lasted 15min or less, some topic areas were not consistently covered. The educational content was variable and not personalised to individual needs. Three health areas undertook informal literacy assessment at baseline assessment and when tailoring COPD plans. Often attendance at educational sessions was not needed to 'complete' PR. Content and delivery of educational topics were varied, and no consistent outcome measure to assess the effectiveness of education was used. Education needs to be delivered in a patient-centred way tailoring for literacy skills using a range of different teaching approaches and aids.

21 Suture School: A Socially Distanced Surgical Education

IntroductionLimited theatre exposure, cancelled practical teaching and placements abandoned due to COVID-19, has potential to damage the learning opportunities and experiences of medical students within surgery. We aimed to create and deliver an emergency small group teaching programme throughout the pandemic, targeted at increasing medical student confidence in basic surgical skills and inspiring interest in surgery.MethodMultiple small-group teaching sessions were delivered to a cohort of 14 medical students recruited for work during the pandemic, whilst adhering to social distancing and sanitary measures. On completion of the programme and informal assessment of 11 surgical competencies, participants completed a follow up questionnaire to assess their improvement.Results70% reported improvement in 10 competencies and 30% across all 11 competencies. The greatest improvements were in abscess drainage and knot tying. 30% relayed increased interest in pursuing a surgical career. 80% were ‘more likely’ to attend theatres in future.ConclusionsThe teaching series facilitated increase in self-perceived confidence of students in basic surgical skills, whilst inspiring surgical interests. During challenging times, we must support learners to undertake activity that drives improvement in training for the wider benefit of health services. Innovative teaching programmes may reduce the impact of similar adversity in the future.

A comparison of formal and informal methods for assessing language and cognition in children with Rett syndrome

BackgroundOpinions about the cognitive and receptive language skills of people with Rett syndrome (RTT) range from severe intellectual impairment to near-normal development. Assessment is challenging because most are non-verbal, with no purposeful hand use. Clarkson et al. (2017) adapted the Mullen Scales of Early Learning for use with eye gaze technology (MSEL-A/ET) for people with RTT. AimsTo investigate and compare the performance of children with RTT on formal and newly-designed informal assessments of language and cognition using eye gaze/tracking technology. Methods and proceduresTen children with RTT aged 4:0–6:8 were assessed on the MSEL-A/ET for Visual Reception (VR) and Receptive Language (RL), and standard MSEL for Expressive Language (EL). Informal assessments of the same skills were embedded in activities such as reading and cake-decorating. Outcomes and resultsStandard scores on MSEL-A/ET VR and RL subtests ranged from ‘very low’ to ‘above average’. All children scored ‘very low’ on standard EL assessment. Informal assessments added information about EL, with children producing 1–3 word utterances and a range of communicative functions through an eye gaze device. Conclusions and implicationsCombining low-tech augmentative and alternative communication, eye gaze technology, informal activities and formal assessment, yields greater insight into children’s abilities. This is important in informing suitable support and education for the individual.

Scavenging for evidence: A systematic review of scavenger hunts in academic libraries

IntroductionScavenger Hunts have longstanding popularity as an outreach and instruction learning tool in academic libraries. This systematic review examines the implementation and assessment of scavenger hunts in academic library settings to determine trends in implementation and effectiveness. MethodsA systematic literature search in multiple databases was performed to identify studies that assessed academic library scavenger hunts. Results that did not include some physical aspect of a scavenger hunt in a library building, and results that lacked some form of assessment of the scavenger hunt were excluded. ResultsThirteen case studies utilizing various forms of formal and informal assessment were included. Only four articles explicitly stated the population involved in the assessment, and one article provided a decisive timeframe for the scavenger hunt. The most commonly stated desired outcome was for students to have fun and/or be engaged. Assessment tools reported in the included articles were rarely reviewed or tested for validity. DiscussionThe available literature on scavenger hunts in academic libraries does not provide enough evidence to make an evidence-based decision on utilizing this modality. Recording participant demographic data, and focus on assessing the scavenger hunt as an effective tool are suggestions for improving future library-based scavenger hunts.

Combined assessment of early and late-phase outcomes inorphan drug development.

In drug development programs, proof‐of‐concept Phase II clinical trials typically have a biomarker as a primary outcome, or an outcome that can be observed with relatively short follow‐up. Subsequently, the Phase III clinical trials aim to demonstrate the treatment effect based on a clinical outcome that often needs a longer follow‐up to be assessed. Early‐phase outcomes or biomarkers are typically associated with late‐phase outcomes and they are often included in Phase III trials. The decision to proceed to Phase III development is based on analysis of the early‐Phase II outcome data. In rare diseases, it is likely that only one Phase II trial and one Phase III trial are available. In such cases and before drug marketing authorization requests, positive results of the early‐phase outcome of Phase II trials are then likely seen as supporting (or even replicating) positive Phase III results on the late‐phase outcome, without a formal retrospective combined assessment and without accounting for between‐study differences. We used double‐regression modeling applied to the Phase II and Phase III results to numerically mimic this informal retrospective assessment. We provide an analytical solution for the bias and mean square error of the overall effect that leads to a corrected double‐regression. We further propose a flexible Bayesian double‐regression approach that minimizes the bias by accounting for between‐study differences via discounting the Phase II early‐phase outcome when they are not in line with the Phase III biomarker outcome results. We illustrate all methods with an orphan drug example for Fabry disease.

Writing for PCCM: The 3,000-Word Structured Clinical Research Report.

Writing for PCCM: The 3,000-Word Structured Clinical Research Report.

The Promise and Peril of Credit: What a Forgotten Legend about Jews and Finance Tells Us About the Making of European Commercial Society by Francesca Trivellato

Reviewed by: The Promise and Peril of Credit: What a Forgotten Legend about Jews and Finance Tells Us about the Making of European Commercial Society by Francesca Trivellato Joshua Teplitsky The Promise and Peril of Credit: What a Forgotten Legend about Jews and Finance Tells Us about the Making of European Commercial Society by Francesca Trivellato. Princeton: Princeton University Press, 2019. 424 pages. $45.00 (cloth). There is perhaps no domain of Jewish studies so powerfully affected by antisemitism as the study of Jews and the economy. The long and pervasive negative association of Jews with money has resulted in a relatively diminished field of scholarly activity on the place of Jews in economic history and thought. Francesca Trivellato is a leading scholar in addressing this lacuna, and her latest book The Promise and Peril of Credit traces the origins and reception of a legend about Jews and finance to explore issues of trust, propriety, and the symbolic place of "thinking with Jews" in the history of economic thought. Trivellato's study makes an important contribution to both Jewish Studies and the wider history of economic thought, the bridging of which is an express purpose of the work. The Promise and Peril of Credit reconstructs the history of the transmission, reception, and appropriation of a legend about the supposed Jewish invention of bills of exchange. Bills of exchange were small coded slips of paper used by merchants engaged in long-distance trade to make payments in local currencies at the hands of a third-party payer, enabling transactions without the weight and risk of transporting coin. Bills of exchange were not invented by any identifiable group or individual but were rather the product of years of development and evolution until they reached a recognizable form in the sixteenth century. Yet, a legend offered a means to impose order on that unruly instrument by associating its invention with Jews. The adherents of that legend imagined that in the late Middle Ages, as they were expelled from France in successive waves, Jews devised an instrument of credit in order to preserve their wealth as they were exiled. Following the invention by Jews, according to the legend, bills of exchange were then adopted by Italian merchants, who, when expelled from [End Page 183] the city states of northern and central Italy, disseminated the practice to Germany and the Low Countries, making the use of bills of exchange ubiquitous. Trivellato's book is more than a study of the legend and its reception. Instead, she traces the legend's longevity and durability as source material for a much larger subject: an exploration of the use of words and stereotypes to regulate markets, and a challenge to the notion that impersonal markets are forces for equality of access and opportunity. A legend about bills of exchange offers access to this question because, as instruments of transnational trade, bills of exchange were also beyond the regulatory reach of any single locale and were instead part of a self-regulated merchant system that relied on informal assessments of trust and reputation. At once vital to economic activity yet also abstract, symbolic, and opaque, bills of exchange were seldom fully understood, making their use appear shadowy and uncertain. Trivellato argues that the relative openness of the "merchant republic" as a potential equalizer alongside the specialized operation of these bills spurred writers to grapple with images of Jews in order to make sense of the power of commerce to change social relations. The legend was mobilized in order to set limits on that open merchant republic, activating stereotypes where laws were not written. A legend about Jews offered a means of teaching users how to conduct themselves where laws did not set the rules of the game, and a study of its history offers a mechanism to explore the dissonance between the putative claims of the formal power of capitalism to level social difference and the more subtle biases and norms that introduce potent yet informal barriers to that equality. Trivellato traces the creation of this legend to a work of maritime law first published in Bordeaux in 1647 by Étienne Cleirac entitled Us et coustumes de la mer...

Exploring assessment in STEM inquiry learning classrooms

ABSTRACT This article introduces this special issue by addressing the types of assessment practices that are possible within STEM inquiry classrooms, where the focus is on noticing, developing, and improving inquiry competencies. Three domains are explored: informal formative assessment occurring in classroom interactions; structured formative assessment when teachers or peers collect information at a planned time; ongoing evolution of teachers’ knowledge and practices. We analyse how classroom formative assessment practices develop alongside and support inquiry learning. We report on how STEM teachers might be supported in transforming their teaching practices and assessment methods in tandem. We focus on the role of classroom discussion to challenge students’ ideas and make explicit their reasoning. We highlight how interactions between teachers and students support students in being more active in the assessment process. Combining inquiry learning with adapted assessment practices requires teachers to make significant changes to their practices. They need to be aware of how students develop their learning. Such professional moves are complex because implementing formative and summative assessments in a complementary manner remains a challenge for teachers and researchers. We emphasise how the collaboration between researchers and teachers support teachers in making changes to their professional knowledge, beliefs, and classroom practices.

Composition and Qualifications of Credit Institutions’ Board of Directors: European Requirements and the Principle of Proportionality

Abstract The aim of this article is to illustrate the importance of the EU principle of proportionality for the application of the rules governing the composition and qualifications of credit institutions’ Board of Directors. The view taken is that the principle of proportionality as enshrined in the EU legislation and the case law can safeguard both the private and the public interests in favour of the smooth functioning of the banks and the stability of the financial system. Under this perspective, this article discusses special issues such as conditional approval, informal assessment, allocation of the burden of proof and judicial review.

Diagnostic Decisions of Language Complexity Using Informal Language Assessment Measures.

The current study aimed to understand the clinical decision-making skills of school-based speech-language pathologists (SLPs) using narrative and expository discourse information from three sources: perception of language through listening to language alone, standardized criterion-referenced narrative assessment data, and word- and morpheme-level language sample analysis data. Twenty-eight current school-based SLPs participated in the study. During this study, participants rated language quality and made decisions regarding the provision of language services after being provided information from informal assessment measures. SLPs' ratings of language quality and complexity varied across the story retell, wordless picture book generation, and expository samples. There was a lack of consistency in ratings within each context across areas of clarity, sample complexity, language complexity, and vocabulary across all SLPs. Self-reported factors that influenced SLPs' ratings included components of structure, syntax, and semantics. SLPs did not indicate a need for services after listening alone. When provided with criterion-referenced narrative assessment scores and word- and morpheme-level language sample data, more SLPs made a recommendation for services. The study demonstrates the need for objective language measure data during diagnostic decision making. Additionally, SLPs may not realize the information obtained from real-time perception, and analysis of language samples may be an unreliable and inconsistent picture of a child's language abilities. The results of this study highlight the need to continue to rely on multiple sources of assessment data. SLPs should continue to incorporate systematic methods to minimize variability of perceptions in the process of making diagnostic decisions. https://doi.org/10.23641/asha.17707451.

Promoting meaningful assessment in an overcrowded English First Additional Language Intermediate Phase classroom

This article provides prospects on how English First Additional Language (FAL) teachers working in overcrowded intermediate phase classrooms can assess meaningfully. It is in response to numerous reports that highlight the poor performance in English First Additional Language by South African intermediate learners. Seeing that overcrowdedness has been singled out as one of the possible causes of this reality, this paper integrates overcrowdedness as an important variable. This work, informed by the complexity theory, was steeped in phenomenology as a research design, resulting in the use of the interpretive paradigm. Qualitative research methods were used where interviews and observations provided insight into good practice. Data were analysed mostly thematically, ultimately revealing the significance of assessment tools, the length and weight of assessments, selective approaches to assessments, informal assessments, observations and group assessment. These results illuminated the nonlinearity of the language classroom since other teachers can assess productively despite the number of learners in their classrooms. A notable issue about the insights is that it is rewarding to combine ingenuity and simplicity.

Aphasia-Diagnostic Challenges and Trends: Speech-Language Pathologist's Perspective.

Objectives:To explore current aphasia assessment practices and barriers among Pakistani speech language pathologists.Methods:Descriptive study design with qualitative parameters was used. Participants were identified using purposive sampling over a period of eight months from 1st December 2018 to 31st July 2019. Sample comprised of ten speech-language pathologists with least five years’ experience of working with aphasic clients from four major cities of Pakistan including Islamabad, Karachi, Lahore and Peshawar. Study included in depth interviews using a self-structured interview guide with probe questions. Data recorded was transcribed and thematic analyses were drawn manually.Results:Thematic analysis revealed that most Speech language pathologists rely heavily on informal assessment techniques. With no aphasia assessment tool available in Urdu language, no consensus as to the optimal evaluation strategy or tool for aphasia assessment was noted. However, need for such tool was highlighted by all participants. Hence, non-availability of standardized and culturally appropriate assessment tool in “Urdu” language turned out to be the major barrier in adopting formal assessment for aphasic clients, while time consumed in formal testing remained second most reported issue.Conclusion:There is a dire need of quick aphasia assessment tool in Urdu language with established psychometric properties and culturally appropriate norms.

Assessment of in-hand manipulation by occupational therapists in paediatric practices in South Africa

ABSTRACT INTRODUCTION: Assessment of in-hand manipulation is fundamental to guide treatment for children with fine motor delays. Limited literature is available on how South African occupational therapists assess in-hand manipulation. This study aimed to describe which current in-hand manipulation assessment methods are used and what the preferences of occupational therapists in all areas of paediatric practices are regarding a suitable instrument METHODS: Quantitative cross-sectional study design with a non-probability purposive sampling method was used. Participants completed an EvaSys survey system online questionnaire RESULTS: Two-hundred-and-ninety-two (n=292) occupational therapists registered with the HPCSA participated. Limited familiarity (n=50; 17.1 %) with the formal assessment instruments described in literature was reported. The informal assessment methods most commonly used were subjective observation of tasks (n=287; 98.3%) of scholastic tasks (n=261; 89.4%) and play tasks (n=255; 87.3%) for children between the ages of five to six years (n=273; 93.5%). Preferences supported a descriptive instrument accompanied by a user manual that is administered under 15 minutes, in multiple languages, and with attention to the quality of movements and compensatory techniques used by the child CONCLUSION: Results showed that the current and preferred assessment methods used by occupational therapists might provide guidance for the future development of a contextual, relevant in-hand manipulation instrument for paediatric practices in South Africa Keywords: in-hand manipulation; assessment methods; paediatric practice

Flop to Flip: Integrating Technology and Team-Based Learning to Improve Student Engagement

Purpose: The first attempt to develop and instruct a new course in evidence-based practice in a physical therapy curriculum proved problematic. The purpose of this paper is to describe the method of revising this traditionally taught course using a combination of flipping the classroom, team-based learning, and technology. Methods: Working with an Instructional Design Specialist, a weekly online preparatory module was created for each content topic using a variety of multimedia learning provisions including micro learning videos (PowerPoint with voiceover), transcript of the PowerPoint, a list of vocabulary words, reading, Quizlet, Flipgrids and Concept Checks. Each week’s module was introduced with a listing of objectives, goals, time to complete tasks and a description of the in-class activities. Class began with a weekly 10-question vocabulary quiz to hold students accountable for their preparation. A short summary lecture followed. Students were then given an in-class assignment to complete either in pairs or small groups. Discussion of the assignment completed the session. Most of the assignments were submitted electronically prior to discussion for grading purposes. Several also utilized a team-based learning format. Pairs of students complete an assignment; students then convene with their group and discuss and complete the same assignment. This process facilitates a more active learning environment. Result: Students were consistently prepared for class as evidenced by their quiz performance. Informal assessment of the online preparatory modules was performed using a “One-Minute Paper” assessment. Students reported that the PowerPoint with voiceover, Quizlet, Concept Checks, and the weekly list of vocabulary terms were most helpful, whereas Flipgrids and reading were not helpful. In-class activities were interactive and facilitated deeper conversations about the content. Conclusion and Recommendations: The outcomes provided reflect student perception solely, which may have been biased by the instructor’s presence in the course. Formal assessment of changes was not possible using student performance as a measure because the course had dramatically changed from year one to year two. A more formal, scientific assessment is recommended to determine if and how course changes affected student performance.

Percepções de licenciandos sobre avaliação de aprendizagens nos anos iniciais: um olhar sobre as observações

Este artigo tem como objetivo apresentar os resultados do projeto de pesquisa intitulado "Percepções de Licenciandos sobre avaliação de aprendizagens nos anos iniciais do Ensino Fundamental" e discuti-los. O projeto foi desenvolvido na turma de Estágio de Docência II do curso de Licenciatura Integrada em Ciências, Matemática e Linguagens da UFPA. Quanto à avaliação formativa, ancoramo-nos em Fernandes (2008); sobre a concepção de que a avaliação precisa objetivar a melhoria das aprendizagens, assentamo-nos em Borralho, Lucena e Brito (2015) e no que diz respeito à proposição de práticas avaliativas formais e informais, em Mondoni e Lopes (2017). Metodologicamente, trata-se de uma pesquisa de caráter descritivo desenvolvida por etapas: estudos teóricos, observação, grupo de discussão e análise do material empírico. As análises das transcrições dos grupos evidenciam: prevalência de práticas que não consideram ensino-aprendizagem-avaliação como intrínsecas a um mesmo processo; práticas de ensino pautadas, sobretudo, no uso do livro didático; utilização da avaliação para classificar; uso da prova como instrumento avaliativo predominante nos anos iniciais; rara utilização de feedback; ausência de autoavaliação pelos alunos. Das percepções dos licenciandos, nota-se que embora os professores apresentem um discurso que sinaliza a utilização da avaliação formativa em suas práticas, as observações ainda identificam práticas avaliativas condizentes com características classificatórias, somativas.

Using Analog Tasks to Assess Children's Social Communication Skills

Purpose This tutorial addresses the use of analog tasks to assess social communication abilities in toddlers through adolescents. In analog tasks, clinicians manufacture situations that give rise to naturalistic social dilemmas (or dilemmas “analogous” to ones encountered in everyday interactions); the result is a sample of children's spontaneous, real-time, social communication performance, targeting specific behaviors of interest. Method/Results Potential social communication behaviors to be assessed and the critical impact of contextual factors on those behaviors are discussed. Next, analog tasks are defined, and their clinical benefits relative to other types of informal assessments are described. Several research-developed analog tasks, along with their key characteristics, are presented to illustrate these benefits and provide a starting place for clinicians to add analog tasks to their clinical toolbox. Finally, the process of developing analog tasks is described and applied in an example and associated case study, which together highlight the utility of analog tasks in identifying social communication deficits and potential strategies to facilitate intervention. Conclusions Improving clinicians' understanding, access to, and use of analog tasks will offer new ecologically valid assessment tools that efficiently capture representative and generalizable social communication performance and highlight specific strengths and weaknesses in context. Such results can provide a strong foundation for clinical decision making and improve the services provided to children with social communication disorders.

Trusting our trainees: competency-based training of cardiologists using Entrustable Professional Activities (EPA)

Abstract Assessment of trainees is a core activity of educators, ensuring that trainees can be trusted to provide high quality care with no supervision. Training and the demands on trainees have changed with specialization, need for more technical skills, digitization, needs for teamwork and greater communication skills. Competency-based medical education was introduced to capture these changing needs for trainees. The 7th ESC Education Conference – “From competence to good clinical care” – brought together national directors of training (39), young cardiology representatives (7), patients (7), ESC partners in education (10), and the ESC Education Committee (22) to discuss contemporary challenges in cardiology training and Entrustable Professional Activities (EPAs)-based solutions. Methods Pre- and post-conference surveys were conducted. The different issues were discussed in 4 workshops: core knowledge and evidence, skills and competence, performing into context, and training the trainers. Results Pre-conference, 90% of respondents believed that trainees should be certified only when they can be entrusted to perform in an unsupervised fashion, and 84% thought that specific training for educators should be required. From the workshops 4 themes emerged: 1) Core knowledge and evidence: rotations to different centres are needed to enable trainees to meet EPA requirements. 2) Skills and competence: a learning agreement between trainers and trainees should be established with protected time to achieve EPAs, and patient feedback on trainee performance should be obtained. 3) Performing into context (when is a trainee ready to practice): clinicians do informal assessment on a daily basis; EPAs formalize this with regular observation linked with progression in responsibility. 4) Train the trainer: good doctors are not automatically good trainers and should be required to undergo specific training themselves. We reviewed complex training frameworks such as the Canadian Medical Education Directives for Specialists (CanMEDS) that contains too many components to be useful for clinical teachers. EPAs were identified as a practical way to implement competency-based cardiology training across the ESC. The 2020 ESC Core Curriculum contains EPAs that a cardiologist should be able to perform independently by the end of training. Post-conference there was unanimous agreement (100%) that EPAs are a valuable concept in training. A majority of participants (69%) agreed that EPA's are applicable in practice today. Conclusion Trainee assessment is a daily challenge for educators. The ESC Education Conference identified distinct goals to be achieved before, during and at the completion of a training programs. The EPA concept was widely accepted as an efficient method to monitor trainees progress, while trusting them to perform activities in which they are proficient. Trusting our trainees should be a major educational goals for cardiologists in Europe. Funding Acknowledgement Type of funding source: None

THE USE OF INFORMAL ASSESSMENT IN EVALUATING STUDENTS’ SPEAKING ABILITY: STUDENTS’ AND TEACHERS’ VOICES

In this era, English becomes an important subject to be learned in senior high school. In the case of English Language Learning, the curriculum design (K13) required the students to have critical thinking and active learning that should be master both written and spoken. Unfortunately, there are major problems faced by the students such as less confidence and low motivation in speaking. Thus, this research is conducted under a phenomenological study at SMA Muhammadiyah 2 Yogyakarta. There are two teachers and ten students who participate in the study. The Semi-structured interview had been conducted to obtain some information related to the students’ and teachers’ perceptions toward the use of informal assessment in assessing speaking. The result presents that the use of informal assessment is useful to improve the students’ interest to perform speaking and enhance the students’ confidence and motivation to perform the speaking test. Hence this research has some implications for other researches to develop a further discussion about the use of informal assessment in other language skills.

Penerapan Metode Multisensori untuk Kemampuan Membaca Permulaan pada Siswa Kelas I di SD X Bangkalan

Pre-reading ability is the process of learning to read in the early grades, to recognize writing as a symbol or language symbol to voice the writing. The Ministry of National Education stated that grade I SD is expected to be able to read simple texts fluently with correct pronunciation and intonation. Some students are not fluent in reading because they have difficulty remembering letters so they are choked up. One of the factors that affect students' ability to read words is the teaching method. Based on previous studies, the multisensory method is quite effective in increasing pre-reading skills. The multisensory method in teaching literacy is a learning process that utilizes visual sensory (sight), auditory (hearing), kinesthetic-tactile (movement, touch) to improve memory. This study used a quasi-experimental method. The research instrument used an IRA (Informal Reading Assessment). The results of the application of the multisensory method showed that there was an increase in score and a higher category change in the aspect of pronouncing the sound of letters and words (phonics) and the aspect of reading fluency.