Multisensory instruction is defined as a way of teaching that engages more than one sense. It involves auditory, visual, and kinesthetic learning modalities. That means it is instruction you can hear, see, and feel. The use of these different senses simultaneously increases memory of written language.
Some common examples of multisensory techniques include using sound boxes to practice phonological awareness skills, using mediums other than paper and pencil such as writing in the sand during phonics instruction, and utilizing finger tapping or other manipulatives to represent sounds while encoding.
Some other examples of multisensory instruction include:
Using shaving cream to write letters
Looking in a mirror to see mouth placement while practicing new letter sounds
Using magnetic letters or phonics tiles
Writing words in the air with your arm or finger
Tracing sandpaper letters
The Orton-Gillingham method is seen as the pioneer of the multisensory approach. Orton-Gillingham intervention is different from other techniques due to its simultaneous use of multisensory techniques. This means multiple techniques are used together during instruction to engage the senses.
There are many benefits to using multisensory instruction for reading. It can help students to:
Improve their phonological awareness
Learn letter sounds and letter combinations
Develop fluency and comprehension
Engage different types of learners
Increase their motivation to read
Multisensory instruction is just one component of the OG approach. Learn more about the Orton-Gillingham method here.
Sources:
Multisensory Teaching for Dyslexia.” LDAU, www.ldau.org/multisensory-teaching-for-dyslexia.
Morin, A. (2021, June 8). What is multisensory instruction? Understood.
Ritchey, K.D., & Goeke, J. L. (2006). Orton-Gillingham and Orton-Gillingham-based reading instruction: A review of the literature. Journal of Special Education, 40(3), 171–183.
Schukraft, S. (2022, September 20). Multi-sensory learning: Types of instruction and materials. IMSE.
Stevens, E. A., Austin, C., Moore, C., Scammacca, N., Boucher, A. N., & Vaughn, S. (2021). Current state of the evidence: Examining the effects of Orton-Gillingham reading interventions for students with or at risk for word-level reading disabilities.
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