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Multisensory Instruction involves using four senses

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Multisensory Instruction involves using four senses

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Creating multiple neural pathways using multisensory instruction is not only engaging for children, but increases their ability to recall information. Students who learn in this way have more than one neural pathway to retrieve the information, making their brains work more efficiently. Teaching with multisensory instruction creates more effective instruction, as it targets all levels of ability, including children with disabilities such as those with dyslexia.

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What are some examples of visual instruction?

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What are some examples of auditory instruction?

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What are some examples of movement instruction?

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What are some examples of tactic instruction?

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Phonological memory is the processing of sound information in short term memory. Example: A student struggles to blend final word when sounding out, because they forget the first sounds by the time they get to the last phoneme. This student may be having trouble with phonological memory. How can multisensory instruction help with this problem?

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Phonological naming is the retrieval of sound information from long term memory. Example: A student regularly forgets letter-sound correspondence from day to day. On Monday, she knows the sounds for P and D, but on Tuesday she does not know them at all, or confuses them with other letters. How can we use multisensory instruction to help her to remember the letter sounds?

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Phonological awareness is the ability to manipulate rhymes, syllables and phonemes. Example: A student struggles to substitute phonemes from the initial, medial or final sound in a word. What can be done using multisensory instruction to help overcome this problem?

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Orthography is all the conventions associated with the form of a language. This includes word origins, sound-symbol correspondence (phonics), spelling rules and patterns found in language. It is both phonological awareness and phonemic awareness.

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Phonological awareness is purely auditory. This can be taught with eyes closed to concentrate on the sounds of language. Some aspects of phonological awareness include discriminating when a word stops, syllables in a word, and individual sounds in a word. How can a purely auditory component be taught using multisensory instruction?

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This component of orthography involves the connection of phonemes (units of sound) blended with graphemes (letter symbols). This component is auditory combined with visual representations of the letters. How can we expand the multisensory instruction of phonics to include kinesthetic and tactile inputs?

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Syntax is the set of rules that creates meaning in language by determining correct word order in sentences, word functions and mechanics of structure. How do we implement multisensory components into syntax instruction?

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Morphology is the study of word forms. Morphemes are the smallest unit of meaning in a word. They can consist of a single letter up to the entire word. The word "morphology" has two morphemes: "morph" meaning the smallest unit of meaning, and "ology" meaning the study of. How can a multisensory approach be integrated into morphology instruction?

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Semantics is the study of words and their relationships to create meaning. Much of semantics is in vocabulary acquisition, which needs to be explicitly taught to increase the student's breadth, depth and fluency of vocabulary. What are some ways that we can introduce multisensory instruction into explicit vocabulary instruction?