Multisensory Teaching Research Articles

Popularizing Visuo-Spatial Training for Reading Challenges: A Call to Experts in Support of Language and Non-language-based Cognitive Skills Strengthening

We propose to researchers, educators and professionals a discussion which contributes to a growing body of research questioning how dyslexia and reading challenges have been researched, diagnosed and remedied. Also included is a discussion for educators and researchers including questioning the definitions of dyslexia, how educators could view dyslexia against mainstream opinions, the place of culture, language, and multisensory teaching. Two literature reviews and a pilot study are briefly described to provide the initial grounds and design to propose an alternative approach to growing our understanding and studying the connections between training non-language-based (NLB) skills and the improvement of language-based skills in students with reading disabilities. Scarce data and literature exist that effectively connect the two domains. Yet, there is some evidence that implementing NLB trainings has had transforming effects on language-based (LB) skills and effected broader benefits to students’ cognition. Findings show a lack of studies of NLB skills, study designs that ignore these skills and their developmental trajectories, and a mixed result of training effects. Suggestions are made for educators and researchers to further investigate potential effects of NLB training in reading challenged individuals within this framework.

Using Multisensory Teaching Approach for Developing EFL Prospective Teacher's Immediacy Skills in Classroom Communication

The present study investigated the effectiveness of using multisensory teaching approach for developing EFL prospective teachers' immediacy skills. The problem of this study was identified in EFL prospective teachers' poor mastery of verbal and nonverbal immediacy skills in practicum classrooms. The study adopted the quasi- experimental design. The subjects of this study were (38) participants, they were selected randomly from fourth year student-teachers (Elementary Education) at Port-Said Faculty of Education. They were divided into two groups (control and experimental). To determine the most required verbal and nonverbal immediacy skills to be developed, a questionnaire containing a list of such skills with their performance sub-skills was designed for TEFL specialists. Based on the selected skills, the researcher designed a pre- post observation checklist of immediacy skills approved by a jury; and EFL prospective teachers of the experimental group were taught to use multisensory teaching to support developing their immediacy skills in the classroom. The results of administering the pre- post immediacy skills observation checklist (quantitative instrument), evaluation and self-reflection quizzes, peer assessment checklists, and student- teachers' reflective logs (qualitative instruments) showed that there was a statistically significant difference at 0.01 level between the mean ranks of the control and experimental groups on the post-administration of the observation checklist in favor of the experimental group in both verbal and nonverbal immediacy skills. The findings of the present study revealed that using multisensory teaching approach had a positive effect on developing EFL prospective teachers' verbal and nonverbal immediacy skills.

An exploration of teachers’ perceptions and the value of multisensory teaching and learning: a perspective on the influence of Specialist Dyslexia Training in England

ABSTRACT This article reports on experienced teacher’s perceptions of multisensory teaching and learning and the subsequent impact of undertaking a specialist dyslexia professional development training programme in England. The Post Graduate Certificate SpLD Dyslexia training programme aimed to increase the participation of learners with dyslexia and subsequently their overall well-being in schools. The experiences and perceptions of 213 teachers working in a variety of primary and secondary settings across England are documented as an empirical study, utilising a survey, semi- structured interviews and focus groups. The findings offer a viewpoint that teaching using a multisensory approach is of immense value for individual learners and whole class teaching. As such this paper highlights implications for practice, such as embedding multisensory training across all teacher training, which is significant for policy and provision nationally and internationally.

Dyslexia: What Reading Teachers Need to Know

AbstractDyslexia is a neurological language‐based learning disability. Several legislative bills related to dyslexia have recently been introduced in the United States so dyslexia can be understood and interventions in reading instruction can be provided. Studies have shown measurable improvements in the language areas of the brain's left hemisphere after reading interventions with students with dyslexia, and multisensory teaching strategies can be the difference between academic success and academic failure and frustration. Effective methods for working with students with dyslexia support an explicit, systematic, cumulative, and multisensory approach that integrates listening, speaking, reading, and writing and emphasizes phonology, orthography, syntax, morphology, semantics, and the organization of spoken and written discourse. The author shares what dyslexia is not, what it is, and how literacy teachers can support their students with dyslexia.

The Implementation of Multi-sensory Learning at Elementary Schools in Jakarta

This research aims to identify the implementation of multi-sensory learning at elementary schools in Jakarta. The method used through surveys to 50 elementary schools’ teachers in 5 schools. Data was collected by using questionnaire that revealed the implementation of multi-sensory learning. The result of this study showed that the use of multi-sensory learning could be more effective in maximizing learning. Through multi-sensory learning, teacher can involve students actively in the learning process and facilitate all students with different learning styles. Multi-sensory learning can be used in all lesson that integrated with curriculum and has significant implications in the real-life learning. The obstacle in implementing this learning model is founded about the lack of using of audio-visual technology and many schools do not implement the multi-sensory learning.
 Keywords: Multi-sensory learning, Elementary School, Audio-visual Media.
 References
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Application of Didactic Strategies as Multisensory Teaching Tools in Organic Chemistry Practices for Students with Visual Disabilities

Visually impaired or blind students require adjustments to the traditional hands-on activities and methodological and didactic strategies employed by the teacher. These adaptations are based on multisensory teaching tools, which reinforce the learning of all students in general. This paper presents simple teaching resources that allow students with visual disabilities to solve problems of Organic Chemistry independently and on an equal footing with their nondisabled peers.

The Effect of Multisensory Teaching Method on The Students’ Reading Achievement

This study aims to investigate the effect of Multisensory Teaching Method ontheStudents’ Reading Achievement.Thisresearchappliedexperimentalresearch.The populationof thisresearchwastakenfromtheSevengradeandthesecondyearstudentsof juniorhigh school in SMPSwasta PGRI 3 Medanatacademic 2017/2018. There were 3 classes consisting 113 students. This research was applied cluster random sampling. This research used experimental researchdesignnamely Onegrouppre-testandpost-test,Therefore,theresearch tookoneclassastheexperimentalclass. The samplewastakenfromthe students in VII-1 who consisted of 38 students. Theresearcher were given treatment by Multisensory Teaching Method. The instrument of research is amultiplechoice test whichconsistof20items.Thedatawere analyzed by using t-test formula. The result of the data showed that tobserve 13.3 > ttable 1.68 with degree of freedom (df)= n-k. The hypothesis was accepted. It proves that Multisensory Teaching Method significantly effect to the students’ reading achievement.

KOMUNIKASI INSTRUKSIONAL PADA ANAK DISLEKSIA DI SEKOLAH DASAR

The Government of the Republic of Indonesia through the 1945 constitution guarantees every citizen to obtain education services without any differences. The fact is that the quality of education services in Indonesia is not evenly distributed, for example in villages and cities or in normal and special needs students (ABK). Dyslexia is a specific learning disorder that affects reading difficulties that have difficulty calculating and writing. These symptoms are 5-10% of children in the world. This disorder occurs in individuals with normal or high intelligence levels. This study focuses on instructional communication between teachers on dyslexic children. The subjects of this study were the teachers who taught at Cibungur Elementary School and Limusnunggal Elementary School Sindangpalay Village, Cibeureum Subdistrict. The purpose of this study was to find out the instructional communication that was built by the teacher on dyslexic children and the methods taken in delivering instructional messages to dyslexic children. The above problems can be answered through research using descriptive qualitative research methods. Data is obtained through observable words, interviews and actions, and the rest of additional data such as documents, archives and others. Interpersonal communication is an important part of the instructional process of teachers and dyslexic children. Not only an interpersonal approach, teachers are required to determine the right way to improve reading skills in children. One method used is a multisensory teaching approach.

Construction of the Equine Digestive System: A Tool for Teaching Topographical Anatomy.

Anatomy is traditionally regarded as a difficult, non-motivating course involving a large body of theoretical and practical content, and it is often associated with high levels of dropout and failure. Given the relevance of the topic, we propose an alternative active multisensory teaching tool consisting of the construction of a low-fidelity anatomical model assembled into an articulated equine skeleton. Model construction and assembly assists students in the recognition of the topography and anatomical boundaries of the equine abdominal digestive system. Digestive system organs (liver, pancreas, stomach, small and large intestines) were constructed using common, easily available materials, such as newspaper, balloons, laminated rubber sheets, and polyethylene cylinders. The method described in this study is a low-cost, user-friendly teaching tool that is potentially applicable across different academic disciplines and that can also be used to construct models of other systems and species. However, it should be combined with other anatomy teaching methods because it does not provide detailed representation of specific digestive system organ features.

Coping with Learning Disability in a Dyslexic Child in Terms of an Instructional Model

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Application of Brain Science in English Classroom Design

On the basis of students' English vocabulary learning, this study verifies the feasibility of Ebbinghaus' memory law and multi-sensory teaching method in English classroom design, in which the summary of memory accumulation and multi-sensory mobilization is closely related to the current results of brain science research. The design of English classroom should focus on the timing of providing new information and the frequency of reviewing old knowledge according to Ebbinghaus' forgetting curve, so as to help English learners convert the received information into long-term memory, in which the central word and the synonym / antonym memory method related to associative memory method can be adopted by the classroom designers. At the same time, reading, writing, listening and speaking multi-sensory transfer should also be promoted in teaching practice, since it not only promotes associative memory, but also helps learners keep their emotional cognition positive for a long time. The results of this study provide a theoretical basis for the application of brain science in English classroom design, and give some specific suggestions on how to implement it. On the one hand, it enlightens the practice of English education and provides a different teaching mode from the traditional one. On the other hand, it helps learners better understand the learning mechanism of the brain, and scientific learning methods help them improve their learning efficiency to achieve effect of higher quality learning.

Nauczanie wielozmysłowe jako strategia wspierająca sensoryczne preferencje percepcyjne uczniów

The text emphasizes the role of multi-sensory teaching, which involves all the senses and channels of students’ perception. Activation of the senses significantly increases the efficiency of learning, as information obtained through various learning channels is better understood and remembered. The didactic process becomes more diverse and attractive, which makes its participants feel positive emotions related to a given activity, and also helps them to better remember this experience and acquire new knowledge. The teacher’s use of diverse methods, strategies, materials and learning contexts creates a rich, varied sensory environment. Contemporary didactics should take into account the individual predispositions of pupils, expand their learning workshop, encourage to use their own potential according to personal preferences of the way of learning.

PEMBELAJARAN MENULIS KARANGAN NARASI DENGAN MENGGUNAKAN METODE MULTISENSORI PADA SISWA KELAS X SMA PASUNDAN BANJARAN KABUPATEN BANDUNG

This study aims to investigate the effectiveness of multisensory teaching method in learning writing narrative text at class X students of SMA P asundan B anjaran , B andung regency. In this research, the researcher used one of quantitive research methods, namely quasi experimental by using literature review, trials, test, assessment technique analysis as research design. The findings shows that multisensory teaching method is appropriate method to teach writing narrative text. It proven from results of statictically assessment with significancy different of two mean between pre-test and post-test. The post-test score is t count 16.52 > t table 2.04 at significancy level 0.05 with 24 degrees of freedom. It means, learning writing narrative text by using multisensory teaching method in learning writing narrative text at class X students of SMA P asundan B anjaran , B andung regency is good. So that, the researcher concludes that multisensory teaching method is appropriate to use in teaching writing narrative text.

Application of Zoom in Multisensory Teaching from the Perspective of Multisensory Integration

The thesis aims to analyze the feasibility and popularity of emerging multimedia tools like Zoom in multisensory teaching. The thesis discusses the theoretical base—multisensory integration and its application in multisensory teaching. On the base of this teaching method and with innovation in educational practice, educators are more inclined to use multimedia, especially video tools like Zoom. Besides the benefits of traditional multimedia, Zoom shows other superiorities: supporting collaborative learning, sharing texts and materials on the screen and supporting saving multimedia contents and keeping records. However, multimedia is a double-egged sword, teachers should use it properly.

A Comparative Case Study of Learning Strategies and Recommendations of Five Professional Musicians With Dyslexia

Many of the characteristics of dyslexia—such as difficulties with decoding written symbols, phonemic awareness, physical coordination, and readable handwriting—may adversely affect music learning. Despite challenges, individuals with dyslexia can succeed in music. The purpose of this study was to examine the perceptions of five professional musicians with dyslexia as they reflect on their experiences learning music. Answers to the following research questions were sought: (a) What are the perceived abilities and challenges that the participants believe they have developed in music because of their diagnoses of dyslexia? (b) What strategies have the participants used to overcome the challenges associated with dyslexia? and (c) What recommendations did the participants have for adults to assist students with dyslexia who are enrolled in school music programs? The findings in this study included support for multisensory teaching, isolating musical components, learning of jazz and popular music, using technology, and small group instruction.

Elucidating concepts in drug design through taste with natural and artificial sweeteners.

Fundamental concepts in biochemistry important for drug design often lack connection to the macroscopic world and can be difficult for students to grasp, particularly those in introductory science courses at the high school and college level. Educational research has shown that multisensory teaching facilitates learning, but teaching at the high school and college level is almost exclusively limited to the visual and auditory senses. This approach neglects the lifetime of experience our students bring to the classroom in the form of taste perception and makes our teaching less supportive of those with sensory impairment. In this article, we outline a novel guided-inquiry activity that utilizes taste perception for a series of natural and artificial sweetener solutions to introduce the concepts of substrate affinity and selectivity in the context of drug design. The findings from this study demonstrate clear gains in student knowledge, as well as an increase in enthusiasm for the fields of biochemistry and drug design. © 2016 by The International Union of Biochemistry and Molecular Biology, 44(6):550-554, 2016.

Assessment of Durability of Online and Multisensory Learning Using an Ophthalmology Model

To explore the impact of online learning and multisensory small-group teaching on acquisition and retention of specialty knowledge and diagnostic skills during a third-year family medicine rotation. Exploratory, observational, longitudinal, and multiple-skill measures. Two medical school classes (n = 199) at a public medical school in California. Students engaged in online self-study, small-group interactive diagnostic sessions, picture identification of critical pathologic features, and funduscopic simulator examinations. The authors compared performance on testing immediately after online learning with testing at end-rotation, as well as picture identification versus simulator diagnostic ability in students with (n = 94) and without (n = 105) practice tracing contours on whiteboard projections of those same slides depicting fundus pathologic features of common systemic diseases. Picture identification, accuracy of funduscopic descriptions, online module post-tests, and end-rotation tests. Proprioceptive reinforcement of fundus pattern recognition significantly reduced the need for remediation for misdiagnosing optic disc edema during end-rotation funduscopic simulator testing, but it had no effect on fundus pattern recognition or diagnostic ability overall. Near-perfect immediate online post-test scores contrasted sharply with poor end-rotation scores on an in-house test (average, 59.4%). Rotation timing was not a factor because the patterns remained consistent throughout the academic school year. Neither multisensory teaching nor online self-study significantly improved retention of ophthalmic knowledge and diagnostic skills by the end of a month-long third-year rotation. Timing such training closer to internship when application is imminent may enhance students' appreciation for its value and perhaps may improve retention. Pulsed quizzes over time also may be necessary to motivate students to retain the knowledge gained.

Application of Drama to Teaching Reading to English Language Learners with Dyslexia

The intent of this article is to give teachers a better understanding of the effectiveness of drama in teaching literacy to English language learners with dyslexia. There is a need to use creative methodologies as necessary in a given teaching situation to have English language learners with dyslexia achieve optimal Received (January 07, 2015), Review request(January 08, 2015), Review Result(January 23, 2015) Accepted(February 06, 2015), Published(April 30, 2015) (Corresponding Author)Department of International Business Management, Korea Nazarene University, Cheonan, Chungnam, S. Korea email: cyp4x4@kornu.ac.kr Department of Special Education, Rehabilitation, School Psychology, and Deaf Studies Office, California State University Sacramento, Sacramento, CA 95819-6079, email: eunmicho@csus.edu * 본 연구는 2015년 나사렛대학교 교내연구비 지원으로 이루어졌음. Application of Drama to Teaching Reading to English Language Learners with Dyslexia Copyright c 2015 HSST 98 results in their learning literacy. This article aims to show that among the diverse methodologies used in the ESL classroom, drama provides unique benefits which justify its place as part of the language learning curriculum. Drama includes the diverse language learning approaches, making it an ideal and unique solution to teaching literacy skills to this specific population. Therefore, drama, by using the systematic multisensory teaching approach, is a very important cross-curricular activity and method for English language learners with dyslexia to improve their language skills. The drama approach benefits those students to develop literacy skills in a safe and supportive environment.

THE EFFECT OF APPLYING MULTISENSORY TEACHING METHOD ON THE STUDENTS’ VOCABULARY ACHIEVEMENT IN READING

This study was conducted as an attempt to find out the effect of applying Multisensory Teaching Method on the students’ vocabulary achievement in reading. This research used the experimental design. The population of this research was the students of SMP Nusa Penida Medan. The Sample of this research was the 2014/2015 seventh grade students of SMP Nusa Penida Medan with the total number 60 of students as sample taken by using random sampling technique. The research was divided into two groups: experimental and control groups. The instrument used to collect the data was multiple choice tests of pre-test and post-test. To obtain the result of the reliability of the test, the Kuder Richardson formula (KR21) was used. The result of the calculation showed that the reliability of the test was high. The data were analyzed by using t-test formula. The result of the analysis showed that tvalue was higher than ttable (5, 87>2, 00) at the level of significance 0, 05 with the degree of freedom (df) 58. Therefore, null hypothesis (H0) is rejected and hypothesis alternative (Ha) is accepted. It means that there is a significant effect of using Multisensory Teaching Method on the students’ achievement in vocabulary in reading. Keyword : Multisensory Teaching Method, Vocabulary Achievement.

A Framework for Supporting Students with Learning Disabilities in Spanish Courses: Connecting Learning Characteristics and Instructional Methods

Students with learning disabilities are characterized by highly individualized dysfunction of the central nervous system. Current research has suggested that the learning difficulties experienced may be attributable to processing difficulties in working memory, attention, information retrieval, and phonological processing. In educational environments, students with learning disabilities often struggle to meet the demands of the general curriculum and require support or intervention to reveal their potential. Because the demands of learning an unfamiliar language can expose weaknesses and heighten anxiety, individuals with learning disabilities have often avoided or been discouraged from foreign language study. However, research conducted on the use of multi-sensory approaches has indicated that such instruction can help students with learning disabilities to succeed in learning Spanish. A discussion of the relationship between neurological research and multi-sensory teaching provides implications for persons with learning disabilities experiencing meaningful inclusion in Spanish courses. Application of research and associated theory to practice is expressed in the form of examples of general accommodations, existing resources, and learning strategies which provide a framework for students with LD to have positive experiences in Spanish.