Multisensory Approach Research Articles

WAYS TO OVERCOME DIFFICULTIES IN TEACHING READING IN ENGLISH

The article justifies the importance of the practice of daily reading against the background of consumption of “quick” information from social networks, available video content and television. The relevance and urgency of the formation of reading skills is emphasized in view of the “Strategy for the development of reading for the period until 2032 “Reading as a life strategy”, approved by the order of the Cabinet of Ministers of Ukraine. The article is devoted to the characteristics of difficulties in learning to read in English and the description of ways to overcome them. The authors analyzed the main causes of difficulties in teaching Ukrainian students to read in English in view of the differences in the sound and letter composition of these languages. The necessary prerequisites for successful learning to read have been determined. Considerable attention is devoted to the characteristics of phonemic awareness as a necessary skill for successful learning to read in any language. Phonemic awareness is the ability to notice, think about, and work with the individual sounds (phonemes) in spoken words. This includes blending sounds into words, segmenting words into sounds, and deleting and playing with the sounds in spoken words. Explicit teaching of phonological awareness in early years can eliminate future reading problems for many students. The authors gave examples of various exercises for the formation of reading micro-skills. Special attention is paid to the strategy of multisensory leaning, which incorporates different activities in teaching reading based on seeing, hearing, moving, touching, reading and writing. Multisensory approach is overall beneficial to the learners’ academic development as it includes a wide spectrum of highly motivational, interactive and entertaining activities. Such activities as Sound Chain, Sound and Pound, Key Vowel, Catch the Sound, Paddle Pop, Syllable Segmenting and Blending are described and carefully exemplified in the article.

Implementing Multisensory Approach to Overcome Reading Difficulties in 4th Grade Students

Reading is one of the language skills that students must possess. The purpose of this study is to address difficulties in learning to read through multisensory methods for participants. The study was conducted at SD Inpres Lisabheto (a public elementary school), Sikka Regency. The research method employed a qualitative approach with a descriptive method. The subjects targeted in the study were fourth-grade students. To gather data, the researcher used observation techniques, documentation, and reading practice tests. The results of the study obtained by the researcher through the use of multisensory methods on fourth-grade students who still experienced difficulties in learning to read using visual (sight), auditory (hearing), tactile (touch), and kinesthetic (movement) sensory tools. The use of multisensory methods proved to be an improvement in the reading learning ability of fourth-grade students who still struggle with reading. The study found that implementing the multisensory approach in reading instruction had a positive impact on the reading speed of fourth-grade students at Inpres Lisabheto Elementary School. The guidance provided by the classroom teacher and researcher was effective in improving the students' ability to memorize the alphabet, spelling, combining words, and recognizing symbols in writing. The use of the multisensory approach also increased the students' confidence and motivation to become more active and interactive in their learning.

Listening to The Intrepid Alix: audio experience of a classical bande dessinée

Although digitization and transmedia storytelling broaden our sensory experience of comics nowadays, adaptation and merchandising have long been offered similar opportunities. As Ian Hague’s book Comics and the Senses has pointed out, admitting the obviousness that “materiality matters” implies “challenging the idea that comics are a purely visual medium.” Engaging Hague’s proposition, this article focuses on a “Disque d’aventure” produced by Festival, a French record label, in 1960: Alix l’intrépide. The first episode in the French-language comics series Alix by Jacques Martin, The Intrepid Alix, had been serialized in Tintin magazine (1948-49), then released as a comics album (1956), before being adapted by Jean Maurel into an audiobook on LP vinyl record (1960). As a first step towards a multisensory approach to comics, this article deals with the sound dimension of the comic strip and the audiobook. Analysis of the record broadens our understanding of the audio experience of The Intrepid Alix. However, we will see that it cannot be considered simply as a soundtrack to the comic. Indeed, I will demonstrate that The Intrepid Alix does not need an audiobook edition in order to integrate a sound experience.

DaF, COVID‐19, and newer technologies: Experiences from an Indian University

DaF, COVID‐19, and newer technologies: Experiences from an Indian University

Multisensory Approach in Teaching English Language

Multisensory Approach in Teaching English Language

THE EFFECTIVENESS OF A MULTISENSORY APPROACH IN IMPROVING OPEN SYLLABIC READING SKILLS OF SPECIAL EDUCATION NEEDS STUDENTS (SENS)

Mastery of reading skills of SENS (learning) is at a weak level and needs to be paid attention to. This issue is due to the cognitive disabilities and behavioral problems of SENS (learning) that need to be managed and dealt with by teachers in each teaching and learning session (PDP) specifically in Malay reading skills. Therefore, this study was conducted to increase active participation in PDP and improve the reading skills of open syllables, consonants, and vowels (CV) in Malay by applying a multisensory approach in PDP. This study is an action study. The study respondents consisted of eight special educational needs students (SENS) in class P3. The students consisted of one student with global development delay (GDD), one student with autism spectrum disorder (ASD), and six students with intellectual disability (ID) recognized by medical experts. Data were collected through a pre-and post-test checklist conducted over eight four-week PDP sessions. The study’s findings show an increase in the development of open quarter reading at various levels during the study period. The implications of this study open up space for teachers to be more creative in applying a multisensory approach in PDP sessions to SENS for specific learning in improving Malay reading skills and also other subjects.

Multisensory Pseudo‐Haptics for Rendering Manual Interactions with Virtual Objects

Recent advances in extended reality (XR) technologies make seeing and hearing virtual objects commonplace, yet strategies for synthesizing haptic interactions with virtual objects continue to be limited. Two design principles govern the rendering of believable and intuitive haptic feedback: movement through open space must feel “free” while contact with virtual objects must feel stiff. Herein, a novel multisensory approach that conveys proprioception and effort through illusory visual feedback and refers to the wrist, via a bracelet interface, discrete and continuous interaction forces that would otherwise occur at the hands and fingertips, is presented. Results demonstrate that users reliably discriminate the stiffness of virtual buttons when provided with multisensory pseudohaptic feedback, comprising tactile pseudohaptic feedback (discrete vibrotactile feedback and continuous squeeze cues in a bracelet interface) and visual pseudohaptic illusions of touch interactions. Compared to the use of tactile or visual pseudohaptic feedback alone, multisensory pseudohaptic feedback expands the range of physical stiffnesses that are intuitively associated with the rendered virtual interactions and reduces individual differences in physical‐to‐virtual stiffness mappings. This multisensory approach, which leaves users' hands unencumbered, provides a flexible framework for synthesizing a wide array of touch‐enabled interactions in XR, with great potential for enhancing user experiences.

Game: Animals, Video Games, and Humanity. By Tom Tyler

Tom Tyler’s accessible essay collection, Game: Animals, Video Games, and Humanity, offers scholars from various fields plenty to chew on while eschewing the conventions of a traditional academic monograph. In a ludic yet lucid fashion, Tyler engages readers in “some of the complex and often contradictory ways in which players of video games have been invited to encounter, understand, and engage animals” (3). Tyler does not aim to be comprehensive across his thirteen pieces, but rather offers a sampler of playful possibilities through a multidisciplinary and often multisensory approach (see, notably, the nose-driven “How Does a Dog Smell?”). The keyword Tyler builds his work upon is, of course, “game”—first defined through its meanings as “amusement … jests and jokes” and “an activity played for entertainment …”—then through its association with “hunting … [and] the wild beasts who were the hunter’s quarry” (2–3). Throughout Game, Tyler attends to semantics and etymological curiosities, and lets the paths of different words guide him to numerous ruminations (see, naturally, “Enumerating Ruminants”).

Orton-Gillingham Approach as an Online Intervention for Learners Diagnosed with Attention Deficit Hyperactivity Disorder (ADHD)-Specific Learning Disorder (SLD) in Mathematics: A Descriptive Case Study

The purpose of this qualitative descriptive case study was to investigate whether the use of Orton-Gillingham Math as an intervention in teaching a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and Specific Learning Disorder (SLD) with impairment in mathematics lead to an improvement in addition skills. This study had a single participant chosen purposively based on the criteria namely diagnosis, arithmetic calculation level, and unfamiliarity with OG-Math intervention. The learner-participant was taught using the OG-Math approach which two main features are multisensory approach and concrete-representational-abstract progression via an online platform for twice-a-week over a period of four weeks. The pre and post evaluation of the learner-participant’s Developmental and Behavioral Pediatrician and the pre and post paper and pencil test which was composed of 75-item addition problems conducted by the teacher were used to determine the learner-participant’s basic operation addition fact knowledge prior and subsequent to the implementation of OG-Math online intervention. The data were analyzed using trustworthy thematic analysis and pattern matching. The analysis revealed that the learner-participant can already solve addition problems involving 3-digit addends with and without regrouping after the math intervention from only being able to solve single-digit addition problems. Hence, it is recommended to mathematics teachers to use OG-Math approach as an online intervention to children with ADHD and SLD with impairment in math to improve their addition skills.

Развитие на комуникативните умения при деца с алалия в условията на мултисензорно обучение

Speech is a main function, which has a defining meaning for the whole psychological development of the child as a personality. It is subordinate to the objective laws of language and runs through certain stages. At the same time without special and purposeful special-pedagogical intervention speech activity of children at preschool age with alalia isn’t realized spontaneously, preverbal forms of communication aren’t formed, either. One of the conditions is multisensory approach, which suggests using the whole structure of polimodal perception of the child – with the participation of the subdominant channels. In the article the main point of sensory integration is considered. The main focus is on the development of aural impressions, visual perception, tactile-kinesthetic emotions and sense perception, their role in the speech development of children with alalia. Multisensory approach contributes to the development and improvement of the communicative abilities of children with alalia.

Multi-sensory Approach in Designing Augmented Learning Kit for Children with Dyslexia

The human brain is a complex structure that allows us to encode and decode various stimuli that incorporate the five senses. In the case of children with dyslexia, this information processing performs inefficiently which resulted in reading, spelling, and/ or writing difficulties. Other related difficulties, such as memorizing, organizing, sequencing, and motor skills deficiency, may also be present. This specific learning difference is a lifetime challenge that cannot be cured, but it can be overcome through structured interventions. For many years, the multi-sensory approach utilized visual, auditory, and kinesthetic-tactile to trigger the senses, which is well known as one of the most compelling aspects of instruction for dyslexic students. By simultaneously training the brain through the senses, it is hypothesized that this approach can enhance the phonetical ability in a more effective and meaningful way through the implementation of an interactive learning kit for dyslexia. This paper is an initial phase of long-term research about an interactive learning kit for dyslexia. It includes the analysis of a multi-sensory approach and how it can be implemented in the design and development process in the next phase.
 Keywords: dyslexia; multi-sensory; interactive; learning.

PHÁT TRIỂN KĨ NĂNG SIÊU NHẬN THỨC QUA GIÁO DỤC STEAM Ở HỌC SINH KHUYẾT TẬT HỌC TẬP: TIẾP CẬN TRÊN GÓC ĐỘ LÍ LUẬN

Students with learning disabilities often have low academic achievement because of the cognitive disorders and impaired working memory as well as executive functions such as processing-organizing and remembering information. The development of metacognitive skills shows in the eight pillars of metacognition such as self-awareness, self-control, and selfregulation help students to recognize weaknesses and apply strategies to support them offset their cognitive deficits, by becoming more flexible and adapt to any changes. STEAM education for students via multi-faceted and multi-sensory approach to develop metacognitive skills, control and monitor how children learn while building necessary knowledge, ensuring equality in learning academic and work opportunities for all students. Thereby, improving their selfesteem, confidence and independence of students with learning disabilities, helping them cope with challenges in the future.

Interactive Learning Tool Using a Neural Network Algorithm for Speech-Delayed Child

Interactive Learning Tool using a Neural Network Algorithm for Speech-Delayed Child is a system that was developed mainly for speech-delayed children that utilized a multi-sensory approach and interactive learning technique in assessing the speech disorder. Phonology was focused as the content of the learning tool the lessons are based on the consonant-acquisition chart which contains the rules and system for speech sound production. Speech recognition was implemented to analyze, recognized, and matched the child’s speech to the exact word in the lesson. The system’s functionality is internet based and Google’s voice recognition is implemented to carry out the matching process. Neural Network Algorithm methodology is used to calculate the child’s test result. The application software is developed using HTML, Java, and PHP as the main programming language and Android Studio with Android Developer Tools as the working environment. It uses mySQL in managing its database The software is developed for the android operating system, with the version starting which stored the child’s information and results. The set of lessons is categorized by age namely: AGES 3-4, AGES 4-5, AGES 5-6, and AGES 6-7. Each category has a unique set of lessons categorized by: syllables with 67 lessons, words with 57 lessons, and phrases which contains 26 lessons. When the user finishes all the lessons prepared the system will generate the result, and the submit button transfers the data result into the teachers’ record in a separate system installed on a desktop/laptop computer.

Storytelling in the Inclusive L2 Classroom

This paper examines storytelling as a technology of teaching foreign languages with the help of fascinating stories in the inclusive environment. The relevance of developing inclusive education, i.e. integrating students with different individual characteristics (in particular, disabilities) into the learning process, is highlighted. In this regard, the concept of cognitive learning styles and Gardner’s theory of multiple intelligences are characterized as not quite suitable for the role of a general foundation of language teaching methodology in an inclusive classroom. Krashen’s Monitor Model, in its turn, is adopted as the theoretical basis of the modern approach to second language acquisition, emphasizing the importance of comprehensible input (received speech material) and emotional filter (psychological barrier) as key factors in the development of speech competence. In light of this, the advantages of a multisensory approach to language learning, and, in particular, the inclusive potential of using multisensory stories and having students create their own stories with the support of a teacher (storybuilding), are clarified. Thus, storytelling is considered by the authors of the article as a universal method for developing both receptive and productive speech skills in a foreign language for all kinds of students, including children with disabilities. The paper contains methodological recommendations regarding the implementation of storytelling technology in an inclusive classroom, including the conditions for effective assimilation of educational material by students with special educational needs. The principles of scaffolding (teacher support), mutual cooperation, clarity of instructions, sequence of material presentation, individualized information delivery forms, emotional involvement and integration are also explained. Based on the research literature on psychology, inclusive pedagogy and language education (Vygotsky, Rubinstein, Asher, Krashen), as well as some case studies featuring diverse students with varying disabilities, the authors argue for the need to gradually shift from skill-building to implicit teaching (and learning).

Teacher-Learner-Resources Instructional Interaction Pattern and Secondary School Learners’ Attainment in Biology in Kakamega County-Kenya

Purpose: The performance of learners’ in Science subjects has been below average over the years in many countries; hence causing concern among the education stakeholders. Poor performance in Biology and the intervention mechanisms on methodology within Kakamega Central Sub County has not been documented. This study endeavored to fill this gap by assessing how an improvement on instructional interaction patterns can positively influence the learners’ attainment in Biology. The aim of this study was to assess the effect of teacher-learner-resources instructional interaction pattern on secondary school learners’ attainment in Biology.
 Methodology: The study adopted the constructivism theory as advanced by Jerome Bruner, alongside a conceptual framework based on the objective of the study. A Quasi-experimental Solomon four-group design was used. The target population was one Quality Assurance and Standards Officer, thirty-two secondary school Principals, one hundred and twenty-eight teachers of Biology and, one thousand, four hundred and forty form three students of Biology from thirty-two secondary schools in Kakamega Central Sub County. Stratified sampling, simple random sampling and purposive sampling procedures were employed in the study. Data was collected through use of Learners’ Achievement Tests, questionnaires, interview schedule and direct classroom observation. Data collected was analyzed using descriptive and inferential statistics.
 Results: The findings showed a significant improvement in the post-test scores as compared to the pre-test scores. This indicated that the teacher-learner-resources instructional interaction pattern influenced better attainment of Biology among secondary school learners.
 Unique Contribution to Theory, Policy and Practices: The study therefore recommends teachers of Biology to be encouraged to use relevant learning resources while teaching. The teachers of Biology are to be encouraged to use relevant teaching-learning resources while teaching. Similarly, learners to be allowed to learn through a multi-sensory approach because it caters for the different learning styles that enhances their attainment in Biology.

Inclusive Practices in Physical Education: Considerations for Students With Dyslexia

Not enough information on instructional practices specific for students with dyslexia in PE has been published. Given dyslexia’s prevalence in the population, and the impact it has on students holistic learning, there is a tremendous need for teacher training about “best practices” when teaching those with dyslexia in all subjects, including PE. Therefore, this article will explain the key concepts of dyslexia, the multisensory approach as remedial training, and provide modification strategies that can increase student awareness, confidence, and strengths via PE learning opportunities.

Yasmeen Awad Abdelhafez Matter: Using Multisensory Approach to Develop Primary Stage Pupils' Reading Comprehension

Yasmeen Awad Abdelhafez Matter: Using Multisensory Approach to Develop Primary Stage Pupils' Reading Comprehension

Improving phonological skills and reading comprehension in deaf children: A new multisensory approach

ABSTRACT Purpose To explore the effectiveness of a multisensory program integrating visual, kinesthetic, and vibrotactile information to train phonological and syntactic reading abilities in prelingually deaf children between 6 and 10 years of age. Method We examined whether the multisensory phonological training in combination with syntactic training (MPT+ST) improved phonological and syntactic reading abilities in prelingually deaf children in comparison with a non-multisensory phonological training in combination with ST (nonMPT+ST). Furthermore, we compared phonological recoding abilities (via pseudohomophone effect) of deaf children who received the MPT+ST training with that of their hearing peers. Finally, we investigated whether the effects observed in deaf children after MPT+ST and nonMPT+ST were retained six months. Results The MPT+ST improved phonological recoding abilities, both in reading isolated words and in recoding abilities that contributed to improved syntactic processing tasks. After MPT+ST the deaf children’s pseudohomophone effect was similar to that of typical hearing children, but this effect was not retained six months after training. Conclusion The phonological route is mediated by multiple sensory systems and MPT+ST contributes to deaf children’s ability to achieve higher reading comprehension by the time they finish primary education; however, sustaining the gains likely requires a longer-term intervention.

Мултисензорен подход при обучението на ученици с дислексия

The current study traces basic concepts about multisensory techniques in education, and outlines the main outcomes in the education of children with dyslexia. A review is conducted of various studies on multisensory education in neurological and pedagogical contexts. The focus of the article is on increasing the reading skills and literacy of students with dyslexia through a multisensory approach and the use of visual, tactile, auditory, motor, and olfactory stimuli. This publication can support the efforts of teachers, special educators and resource teachers to implement multisensory learning and to improve the personal development of students with dyslexia, as well as of their peers.

Multisensory Systems Based on Perfluorosulfonic Acid Membranes Modified with Polyaniline and PEDOT for Multicomponent Analysis of Sulfacetamide Pharmaceuticals.

The degradation of sulfacetamide with the formation of sulfanilamide leads to a deterioration in the quality of pharmaceuticals. In this work, potentiometric sensors for the simultaneous determination of sulfanilamide, sulfacetamide and inorganic ions, and for assessing the degradation of pharmaceuticals were developed. A multisensory approach was used for this purpose. The sensor cross-sensitivity to related analytes was achieved using perfluorosulfonic acid membranes with poly(3,4-ethylenedioxythiophene) or polyaniline as dopants. The composite membranes were prepared by oxidative polymerization and characterized using FTIR and UV-Vis spectroscopy, and SEM. The influence of the preparation procedure and the dopant concentration on the membrane hydrophilicity, ion-exchange capacity, water uptake, and transport properties was investigated. The characteristics of the potentiometric sensors in aqueous solutions containing sulfanilamide, sulfacetamide and alkali metals ions in a wide pH range were established. The introduction of proton-acceptor groups and π-conjugated moieties into the perfluorosulfonic acid membranes increased the sensor sensitivity to organic analytes. The relative errors of sulfacetamide and sulfanilamide determination in the UV-degraded eye drops were 1.2 to 1.4 and 1.7 to 4%, respectively, at relative standard deviation of 6 to 9%.