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Direct linkSchlesinger, Nora W.; Gray, Shelley – Annals of Dyslexia, 2017
The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use of…
Descriptors: Multisensory Learning, Teaching Methods, Spelling, Reading Skills
Peer reviewedVickery, Karen S.; And Others – Annals of Dyslexia, 1987
A mastery learning program called MTARSH (Multisensory Teaching Approach for Reading, Spelling, and Handwriting) was used with 282 remedial students and 144 nonremedial students in grades 1-6. Subsequent California Achievement Test scores in reading and spelling improved over baseline scores for students in both remedial and nonremedial classes.…
Descriptors: Achievement Tests, Elementary Education, Handwriting, Intervention
Peer reviewedRothschild, Lois H. – Annals of Dyslexia, 1987
Scholastic Aptitude Test skills of dyslexics can be enhanced through use of special test administration arrangements and a structured program of vocabulary development, test-taking strategies, and a pattern of analysis to improve reading comprehension. Two case studies illustrate the impact of drill and reinforcement, multimodal imagery…
Descriptors: Aptitude Tests, Case Studies, College Entrance Examinations, Drills (Practice)
