The need for effective reading instruction is of high priority. One of the many ways that students learn to read is through multisensory instruction. Elementary-age students struggle to become proficient readers. This is due to the lack of reading skills. The goal of reading is comprehension. As students learn letter-sound correspondence,…

The purpose of this qualitative case study was to explore how K-2 teachers perceive the effectiveness of multi-sensory phonics methods used in conjunction with a standards-based reading curriculum on students' reading acquisition skills, students' decoding abilities, and student engagement in an inclusive classroom at a public charter school in…

The purpose of this quantitative, comparative study was to examine if and to what extent, there are statistically significant differences in decoding and oral reading fluency scores between at-risk Title I students who receive multisensory phonics-based instruction in first grade and those who do not in the Western United States. Paivio's dual…

This exploratory study examined the nature of instruction provided in two reading intervention programs designed for elementary-grade students with dyslexia (The Multisensory Teaching Approach and Reading RULES!). In addition to documenting the proportion of time dedicated to particular content components (i.e., letter-name knowledge, phonological…

The aim of this study is to examine how a structured intensive training period with a phonological multisensory reading training method, at the end of Grade 1, can develop pupils' ability to connect phonemes with the corresponding graphemes as well as their ability to decode. A total of 38 pupils in Grade 1 from four elementary schools…

Over thirty years of extant literature exists regarding reading instruction, yet consensus in the field continues to diverge in the area of reading intervention. Despite the establishment of research-based programs in all five areas of reading (phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), educators continue to…

This paper proposes a technique for teaching decoding of the Arabic language to Arab dyslexic students following the multisensory, systematic, explicit phonics approach and based in part on the Orton-Gillingham approach. This technique emphasizes vocabulary controlled, font-modified, cumulative, color-coded reading materials, and orthographic…

A multiple-baseline across participants was used to analyze the effects of adding multisensory elements to an explicit, systematic phonics program on the reading achievement of six students identified as treatment resisters. Participants were given 10 minutes of daily instruction in the supplemental program in addition to instruction in the…

To be used in the development of reading curricula in the local school setting, this list of generic objectives is part of a set produced by the System for Pupil Program Evaluation and Development (SPPED) which includes criterion objectives and content lists for the specification of generic objectives. In addition to the objectives, this…

Twenty-four first-graders who were taught reading skills using the "Language Basics: Elementary" program, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method, made statistically significant gains in phonological awareness, decoding, and reading comprehension. Thirty-two controls taught with the Houghton-Mifflin Basal…

This text on multisensory structured language education (MSLE) provides the foundation for MSLE and offers components of instruction and effective teaching strategies that teachers can put into practice for students with dyslexia and others struggling to learn to read, write, and spell. Chapters include: (1) "Multisensory Instruction" (Louisa C.…