multi sensory teaching 04-08-08

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Multisensory Teaching

Judy Wright

April 8, 2008Lecture #6

Thomas Edison High School


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Agenda

Multisensory teaching

Basic lesson plan

Matrix of common MSL(multisensory language) programs

Oregon Department of Education

approved instructional materials


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Multisensory teaching issimultaneously

Visual (what we see) Auditory (what we hear)

Kinesthetic-Tactile (what we feel)

Sometimes referred to as VAKT


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Content - What is taught?

Phonology and phonologicalawareness

Sound-symbol association Syllable instruction

Morphology

Syntax

Semantics


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Phonology / phonologicalawareness

Phonology is the study of sounds and how theywork within their environment

A phoneme is the smallest unit of sound in a

given language that can be recognized as beingdistinct from other sounds

Phonological awareness is the understanding ofthe internal linguistic structure of words

Phonemic awareness is the ability to segmentwords into their component sounds


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Sound-symbol association

Knowledge of the various sounds in the Englishlanguage and their correspondence to the lettersand 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 wholewords into the individual sounds


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Syllable instruction

A syllable is a unit of oral or written language with onevowel 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 toword structure


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Morphology

The study of how morphemes are combined from words toform words

Must include study of base words, roots, prefixes, andsuffixes


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Syntax

The principles that dictate the sequence and function ofwords in a sentence in order to convey meaning

Includes grammar, sentence variation, and the mechanicsof language


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Semantics

The aspect of language concerned with meaning

Curriculum must include, from the beginning, instruction in

the comprehension of written language


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Principles of Instruction -How is it taught?

Simultaneous, multisensory (VAKT)

Systematic and cumulative

Direct instruction

Diagnostic teaching

Synthetic and analytic instruction


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Simultaneous, multisensory

Teaching is done using all learning pathways in the brain

Simultaneously in order to enhance memory and learning


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Systematic, cumulative

Multisensory language instruction requires thatthe organization of material follows the logicalorder of the language

Sequence must begin with the easiest and mostbasic elements and progress methodically tomore difficult material

Each step must be based on those already

learned Concepts taught must be systematically

reviewed to strengthen memory


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Direct instruction

Inferential learning of any concept cannot betaken for granted

Multisensory language instruction requires directteaching of all concepts with continuous student-teacher interaction


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Diagnostic teaching

Teacher must be adept at prescriptive orindividualized teaching

Teaching plan is based on careful andcontinuous assessment of the individualsneeds

Content presented must be mastered to

the degree of automaticity


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Synthetic and analyticinstruction

Multisensory structured languageprograms include both synthetic andanalytic instruction

Synthetic instruction presents the parts ofthe language and then teaches how theparts work together

Analytic instruction presents the wholeand teaches how this can be broken downinto its component parts


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Basic Lesson Plan

Unlocking the Power of Print: A Tutor

Manualby Dorothy Blosser Whitehead

Five parts to the basic Orton-Gillinghamlesson plan

Drill

Letter formation

New concept

Spelling dictation

Oral reading


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Drill

Sounds/Cards - (Auditory-Visual)

Sound Blending - (Auditory-Visual)

Sound Dictation - (Auditory-Kinesthetic)

Auditory Exercise - (Auditorydiscrimination and phonemesegmentation)


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Letter Formation

Teach cursive letter formation by familiesaccording to how letters are formed


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New Concept

Introduce the new phonogram and/or

Introduce the new concept (e.g.

syllable division rule)


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Spelling Dictation

Dictate at least 10 words that fit thenew concept or phonogram

Student says each individual soundsimultaneously as s/he writes then saysthe whole word

Dictate phrases consisting of knownsounds only

Dictate sentences. Later add capitalsand punctuation.


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Oral Reading

Decoding: Reading material must bematched with the sequence of knownsounds such as in controlled, linguistic

readers for successful practice. Comprehension: When decoding is

somewhat smooth comprehensionquestions may be added.

Silent Reading: NEVER duringtutoring time. Silent reading can bedone in the classroom.


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Matrix of MSL Programs - 1

Program Orton-Gillingham Alphabetic Phonics Association MethodType Intervention Intervention Intervention

Preventative

Delivery individual individual individual

small group small group (up to 10) small group

classroom


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Program Language! Lexia-Herman Lindamood-BellType Intervention Intervention Intervention

Preventative Preventative

General GeneralDelivery individual individual individual

small group small group small group

classroom (1-20) classroom


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Program Project Read Slingerland Sonday SystemType Intervention Intervention Intervention

Preventative Preventative Preventative

General General GeneralDelivery individual individual individual

small group (2-10) small group small group

classroom (1-25) classroom


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Program Sounds In Syllables Spaulding Starting OverType Intervention Intervention Intervention

Preventative Preventative Preventative

General GeneralDelivery individual individual

small group small group

classroom classroom (1-30)


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Program Wilson Fundations & Wilson ReadingType Intervention

Preventative

GeneralDelivery individual

small group

classroom (1-15)


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ODE Approved InstructionalMaterials

See handout


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Acknowledgments

IDA Fact Sheets:


Orton-Gillingham-Based and/or MultisensoryStructured Language Approaches

Unlocking the Power of Print

IDAs MSL Matrix

ODE website:http://www.ode.state.or.us
http://www.ode.state.or.us/http://www.ode.state.or.us/


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For more information

IDA website: www.interdys.org

ORBIDA website: www.orbida.org

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

multi sensory teaching 04-08-08

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