Multisensory Teaching

Judy Wright April 8, 2008 Lecture #6 Thomas Edison High School

Agenda
Multisensory teaching Basic lesson plan Matrix of common MSL (multisensory language) programs Oregon Department of Education approved instructional materials

Multisensory Teaching

Multisensory teaching is simultaneously

Visual (what we see) Auditory (what we hear) Kinesthetic-Tactile (what we feel) Sometimes referred to as VAKT

Content - What is taught?

Phonology and phonological awareness Sound-symbol association Syllable instruction Morphology Syntax Semantics

Phonology / 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 Phonological awareness is the understanding of the internal linguistic structure of words Phonemic awareness is the ability to segment words into their component sounds

Sound-symbol association

Knowledge of the various sounds in the English language and their correspondence to the letters and combinations of letters which represent those sounds Must be taught and mastered in two directions -visual to auditory, and auditory to visual Students must master blending of sounds and letters into words, and segmenting of whole words into the individual sounds

Syllable instruction

A syllable is a unit of oral or written language with one vowel sound Instruction must include the six basic syllable types in the English language

Closed Vowel-consonant-e Open Consonant-le R-controlled Diphthong

Syllable division rules must be directly taught in relation to word structure

Morphology

The study of how morphemes are combined from words to form words Must include study of base words, roots, prefixes, and suffixes

Syntax

The principles that dictate the sequence and function of words in a sentence in order to convey meaning Includes grammar, sentence variation, and the mechanics of language

Semantics

The aspect of language concerned with meaning Curriculum must include, from the beginning, instruction in the comprehension of written language

Principles of Instruction How is it taught?

Simultaneous, multisensory (VAKT) Systematic and cumulative Direct instruction Diagnostic teaching Synthetic and analytic instruction

Simultaneous, multisensory

Teaching is done using all learning pathways in the brain Simultaneously in order to enhance memory and learning

Systematic, cumulative

Multisensory language instruction requires that the organization of material follows the logical order of the language Sequence must begin with the easiest and most basic elements and progress methodically to more difficult material Each step must be based on those already learned Concepts taught must be systematically reviewed to strengthen memory

Direct instruction

Inferential learning of any concept cannot be taken for granted

Multisensory language instruction requires direct teaching of all concepts with continuous studentteacher interaction

Diagnostic teaching

Teacher must be adept at prescriptive or individualized teaching Teaching plan is based on careful and continuous assessment of the individuals needs Content presented must be mastered to the degree of automaticity

Synthetic and analytic instruction

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 Analytic instruction presents the whole and teaches how this can be broken down into its component parts

Basic Lesson Plan

Unlocking the Power of Print: A Tutor Manual by Dorothy Blosser Whitehead

Five parts to the basic Orton-Gillingham lesson plan

Drill Letter formation New concept Spelling dictation Oral reading

Drill
Sounds/Cards - (Auditory-Visual) Sound Blending - (Auditory-Visual) Sound Dictation - (AuditoryKinesthetic) Auditory Exercise - (Auditory discrimination and phoneme segmentation)

Letter Formation

Teach cursive letter formation by families according to how letters are formed

New Concept
Introduce the new phonogram and/or Introduce the new concept (e.g. syllable division rule)

Spelling Dictation
Dictate at least 10 words that fit the new concept or phonogram Student says each individual sound simultaneously as s/he writes then says the whole word Dictate phrases consisting of known sounds only Dictate sentences. Later add capitals and punctuation.

Oral Reading
Decoding: Reading material must be matched with the sequence of known sounds such as in controlled, linguistic readers for successful practice. Comprehension: When decoding is somewhat smooth comprehension questions may be added. Silent Reading: NEVER during tutoring time. Silent reading can be done in the classroom.

Matrix of MSL Programs - 1

Program Type

Orton-Gillingham
Intervention

Alphabetic Phonics
Intervention

Association Method
Intervention

Preventative

Delivery

individual

individual

individual

small group

small group (up to 10)

small group

classroom

Matrix of MSL Programs - 2

Program Type

Language!
Intervention

Lexia-Herman
Intervention

Lindamood-Bell
Intervention

Preventative

Preventative

General
Delivery

General individual individual

individual

small group

small group

small group

classroom (1-20)

classroom

Matrix of MSL Programs - 3

Program Type

Project Read
Intervention

Slingerland
Intervention

Sonday System
Intervention

Preventative

Preventative

Preventative

General
Delivery

General individual

General individual

individual

small group (2-10)

small group

small group

classroom (1-25)

classroom

Matrix of MSL Programs - 4

Program Type

Sounds In Syllables
Intervention

Spaulding
Intervention

Starting Over
Intervention

Preventative

Preventative

Preventative

General
Delivery

General

individual

individual

small group

small group

classroom

classroom (1-30)

Matrix of MSL Programs - 5

Program Type

Wilson Fundations & Wilson Reading

Intervention

Preventative

General
Delivery

individual

small group

classroom (1-15)

ODE Approved Instructional Materials

See handout

Acknowledgments

IDA Fact Sheets:

Multisensory Teaching Orton-Gillingham-Based and/or Multisensory Structured Language Approaches

Unlocking the Power of Print IDAs MSL Matrix ODE website: http://www.ode.state.or.us

For more information

IDA website: www.interdys.org

ORBIDA website: www.orbida.org ODE website: http://www.ode.state.or.us/search/ page/?=1565