Multisensory Teaching

1. Multisensory Teaching Judy Wright April 8, 2008 Lecture #6 Thomas Edison High School

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

3. Multisensory Teaching • Multisensory teaching is simultaneously • Visual (what we see) • Auditory (what we hear) • Kinesthetic-Tactile (what we feel) • Sometimes referred to as VAKT

4. Content - What is taught? • Phonology and phonological awareness • Sound-symbol association • Syllable instruction • Morphology • Syntax • Semantics

5. 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

6. 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

7. 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

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

9. 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

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

11. Principles of Instruction - How is it taught? • Simultaneous, multisensory (VAKT) • Systematic and cumulative • Direct instruction • Diagnostic teaching • Synthetic and analytic instruction

12. Simultaneous, multisensory • Teaching is done using all learning pathways in the brain • Simultaneously in order to enhance memory and learning

13. 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

14. Direct instruction • Inferential learning of any concept cannot be taken for granted • Multisensory language instruction requires direct teaching of all concepts with continuous student-teacher interaction

15. Diagnostic teaching • Teacher must be adept at prescriptive or individualized teaching • Teaching plan is based on careful and continuous assessment of the individual’s needs • Content presented must be mastered to the degree of automaticity

16. 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

17. Basic Lesson Plan • Unlocking the Power of Print: A Tutor Manualby Dorothy Blosser Whitehead • Five parts to the basic Orton-Gillingham lesson plan • Drill • Letter formation • New concept • Spelling dictation • Oral reading

18. Drill • Sounds/Cards - (Auditory-Visual) • Sound Blending - (Auditory-Visual) • Sound Dictation - (Auditory-Kinesthetic) • Auditory Exercise - (Auditory discrimination and phoneme segmentation)

19. Letter Formation • Teach cursive letter formation by families according to how letters are formed

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

21. 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.

22. 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.

23. Matrix of MSL Programs - 1

24. Matrix of MSL Programs - 2

25. Matrix of MSL Programs - 3

26. Matrix of MSL Programs - 4

27. Matrix of MSL Programs - 5

28. ODE Approved Instructional Materials • See handout

29. Acknowledgments • IDA Fact Sheets: • “Multisensory Teaching” • “Orton-Gillingham-Based and/or Multisensory Structured Language Approaches” • Unlocking the Power of Print • IDA’s MSL Matrix • ODE website: http://www.ode.state.or.us

30. For more information • IDA website: www.interdys.org • ORBIDA website: www.orbida.org • ODE website: http://www.ode.state.or.us/search/page/?=1565