Multisensory

Structured
Language Programs

Content and
Principles of
Instruction
What is taught
2 Phonology and phonological awareness
Phonology is the study of sounds and how
they work within their environment. A
phoneme is the smallest unit of sound in a
given language that can be recognized as
being distinct from other sounds in the
language. Phonological awareness is the
understanding of the internal linguistic
structure of words. An important aspect of
phonological awareness is phonemic
awareness or the ability to segment words
into their component sounds.
2 Sound-- symbol association
Sound

This is the knowledge of the various sounds

in the English language and their
correspondence to the letters and
combinations of letters which represent those
sounds. Sound-
Sound - symbol association must be
taught (and mastered) in two directions:
visual to auditory and auditory to visual.
Additionally, students must master the
blending of sounds and letters into words as
well as the segmenting of whole words into
the individual sounds.
2 Syllable instruction
A syllable is a unit of oral or written language
with one vowel sound. Instruction must
include the teaching of the six basic types of
syllables in the English Language: closed,
vowel-- consonant-
vowel consonant - e, open, consonant-
consonant - le, r-
r-
controlled, and diphthong. Syllable division
rules must be directly taught in relation to
the word structure.
2 Morphology
Morphology is the study of how morphemes
are combined from words. A morpheme is the
smallest unit of meaning in the language.
The curriculum must include the study of
base words, roots, and affixes.
2 Syntax
Syntax is the set of principles that dictate
the sequence and function of words in a
sentence in order to convey meaning. This
includes grammar, sentence variation and
the mechanics of language.
2 Semantics
Semantics is that aspect of language
concerned with meaning. The curriculum
(from the beginning) must include instruction
in the comprehension of written language.
EDUCATIONAL APPROACHES
2 Simultaneous, multisensory (VAKT)
Teaching is done using all learning pathways
in the brain (visual/auditory, kinesthetic-
kinesthetic -
tactile) simultaneously in order to enhance
memory and learning.
2 Multisensory Techniques - What Are
Multisensory Techniques:
2 Multisensory techniques are frequently used for
students with Learning Disabilities (LD)
Multisensory teaching techniques and strategies
stimulate learning by engaging students on
multiple levels. They encourage students to use
some or all of their senses to:
2 Gather information about a task;
2 Link information to ideas they already know and
understand;
2 Perceive the logic involved in solving problems;
2 Learn problem-
problem - solving steps;
2 Tap into nonverbal reasoning skills;
skills ;
2 Understand relationships between concepts; and
2 Learn information and store it for later recall.
2 Why Multisensory Techniques Are Important for
Students With LDs:
Students with LDs typically have learning
differences in one or more areas of reading,
writing, math, listening comprehension, and
expressive language. Multisensory techniques
enable students to use their personal areas of
strength to help them learn. They can range from
simple to complex, depending on the needs of the
student and the task at hand.
2 Multisensory Techniques Help Teachers
Accommodate Learning Styles:
2 Some researchers theorize that many students
have an area of sensory learning strength,
sometimes called a learning style. This research
suggests that when students are taught using
techniques consistent with their learning styles,
they learn more easily, faster, and can retain and
apply concepts more readily to future learning.
Most students, with a disability or not, enjoy the
engaging variety that multisensory techniques
can offer.
2 Multisensory Techniques - Stimulating Visual
Reasoning and Learning:
2 Multisensory techniques often include visual
teaching methods and strategies such as using:
2 Text and/or pictures on paper, posters, models,
projection screens, or computers;
2 Film, video, multi-
multi - image media, augmentative
picture communication cards or devices, finger
spelling and sign language;
2 Adaptive Reading Materials;
Materials ;
2 Use of color for highlighting, organizing
information, or imagery;
2 Graphic organizers,
organizers , and outlining passages; and
2 Student - created art, images, text, pictures, and
Student-
video.
2 Multisensory Techniques - Auditory
Techniques:
2 Multisensory techniques that focus on sound
and stimulate verbal reasoning are called
auditory techniques. Auditory techniques
include strategies such as using:
2 Computerized text readers,
readers , augmentative
communication devices;
devices ; auditory trainers;
trainers ;
hearing aids;
aids ; books on tape, podcasts
podcasts,, and
peer-- assisted reading;
peer
2 Video, film, or multi
multi-- image media with
accompanying audio; and
2 Music, song, instruments, speaking, rhymes,
chants, and language games.
2 Multisensory Techniques - Tactile Teaching
Methods:
2 Multisensory techniques that involve using
the sense of touch are called tactile methods.
Tactile methods include strategies such as:
2 Using small objects, called math
manipulatives,, to represent number values to
manipulatives
teach math skills such as counting, addition,
subtraction, multiplication, and division;
2 Use of modeling materials such as clay and
sculpting materials, paper mache to create
models; and
2 Use of sand trays, raised line paper, textured
objects, sensory putty, finger paints, and
puzzles to develop fine motor skills.
2 Multisensory Techniques - Kinesthetic
Methods:
2 Multisensory methods that use body
movement are called kinesthetic methods.
These involve fine and gross motor movement
such as:
2 Preschool and primary games involving
jumping rope, clapping, stomping or other
movements paired with activities while
counting, and singing songs related to
concepts;
2 All tactile activities mentioned above; and
2 Any large motor activity for older students
involving dancing, beanbag tossing,
basketball, or other such activities involving
concepts, rhythmic recall, and academic
competition such as current events quizzes,
flashcard races, and other learning games.
2 Systematic and cumulative
Multisensory language instruction requires
that the organization of material follows the
logical order of the language. The sequence
must begin with the easiest and most basic
elements and progress methodically to more
difficult material. Each step must also be
based on those already learned. Concepts
taught must be systematically reviewed to
strengthen memory.
Oy the time most dyslexic students are
identified, they are usually quite confused
about our written language. So you must go
back to the very beginning and create a solid
foundation with no holes. You must teach the
logic behind our language by presenting one
rule at a time and practicing it until the
student can automatically and fluently apply
that rule both when reading and spelling.
You must continue to weave previously
learned rules into current lessons to keep
them fresh and solid. The system must make
logical sense to our students, from the first
lesson through the last one
2 Direct instruction
2 The inferential learning of any concept
cannot be taken for granted. Multisensory
language instruction requires the direct
teaching of all concepts with continuous
student-- teacher interaction.
student
Dyslexic students do not intuit anything
about written language. So, you must teach
them, directly and explicitly, each and every
rule that governs our written words. And you
must teach one rule at a time, and practice it
until it is stable in both reading and spelling,
before introducing a new rule.
2 Diagnostic teaching
2 The teacher must be adept at prescriptive or
individualized teaching. The teaching plan is
based on careful and continuous assessment
of the individual's needs. The content
presented must be mastered to the degree of
automaticity.
The teacher must continuously assess their
student's understanding of, and ability to
apply, the rules. The teacher must ensure the
student isn't simply recognizing a pattern
and blindly applying it. And when confusion
of a previously-
previously - taught rule is discovered, it
must be reteach.
reteach .
2 Synthetic and analytic instruction
2 Multisensory, structured language programs
include both synthetic and analytic
instruction. Synthetic instruction presents
the parts of the language and then teaches
how the parts work together to form a whole.
Analytic instruction presents the whole and
teaches how this can be broken down into its
component parts.
2 According to the National Teacher Education
Task Force of the International Dyslexia
Association, multisensory structured
language programs should include the
following content and be taught with the
following principles of instruction.
Dyslexic students must be taught both how
to take the individual letters or sounds and
put them together to form a word (synthetic),
as well as how to look at a long word and
break it into smaller pieces (analytic). Ooth
synthetic and analytic phonics must be
taught all the time.
Descriptions of some MSSL reading programs