The same is true when it comes to mastering their mother tongue. Language acquisition happens in context when a child sees water, feels it running over his or her fingertips and hears a parent saying the word.
Written language is based on spoken language which is composed of different phonemes. These sounds need to be translated into letters during writing and converted from letters back into sounds in reading. In other words, for a student to understand what they are reading they need to be able to map sounds to letters and decode words. Visit our posts on teaching children to read , common reading difficulties and phonemic awareness to learn more.
The Orton-Gillingham approach to reading instruction was developed in the s for students who experienced difficulties in reading and writing tasks yet performed well on intelligence measures. Orton put together a series of teaching activities that utilized both left and right-brain functions. The left-brain is traditionally associated with verbal, auditory and sequential learning whereas the right brain holds more creative, artistic and emotional knowledge read about the connection between handedness and dyslexia.
Gillingham added a focus on teaching common English morphemes and phonics training. The approach was multi-sensory in that students would see a letter, trace it with their fingers and say the sound at the same time.
Multi-sensory teaching-Meaning and importance
Learn more about the Orton-Gillingham approach. Visually stimulating alphabet activities Alphabet books sometimes present letters using illustrated shapes. This makes it easier for the child to connect the sound with the letter and remember it. For students who are visual learners, seeing a colourful and semantically loaded display can be a great aid for spelling.
Teachers might also want to get a set of magnetic or felt letters. You could even try alphabet cereal to involve taste and smell in the activity! TIP: Wondering which set of letters you should be teaching? Many parents and teachers struggle with the question of whether or not to teach capital or lower-case letters first. There are actually measurable differences in the way humans perceive each type of letter. Tactile and kinesthetic letter shaping Some struggling readers have difficulty forming associations between letters and the sounds they represent.
This is further complicated by the fact that English letters and letter combinations often map to more than one sound.
In order to reinforce grapheme letter and phoneme sound mapping teachers can have students practice forming letters using materials that engage their sense of touch. Get them to trace a letter in sand, water or finger-paint. You can also try having them trace letters in the air or on the palms of their hands.
Students should say the sound s the letter stands for at the same time. Another option is teaching students how to sign the alphabet. An additional learning strategy which helps some students is for them to be able to bounce a knee or dance around the room while learning. Rhythm and pace-setting audio components Teachers can help students with decoding by tapping out the syllables in words with their fingers or using a pencil. For reading fluency issues , setting up a metronome to encourage students to read at a consistent pace may be helpful.
This is up to the individual reader however, as some students find this very distracting and some will not respond well to the pressure this may impose. You may also try playing classical music while teaching. This has been used to facilitate foreign language learning and retention. Touch-typing is a multi-sensory experience given you see the words on the screen, feel your way through the keys and hear the rhythm of the tapping as you make your way through a sentence.
More powerful still is the act of learning how to type. Depending on the program, this can be achieved in a multi-sensory way when a letter or word is read aloud, displayed on the screen and typed by the individual who moves their fingers to touch the correct key s.
It may also help for the student to read the word aloud. Typing is becoming an increasingly important skill for students as secondary teachers require written work to be typed and more and more standardized exams are taken on a computer. The Touch-type Read and Spell course takes a multi-sensory approach to teaching keyboarding that reinforces literacy skills and supports decoding and sight-reading. The course uses an Orton-Gillingham informed curriculum to build knowledge of English spelling gradually through a series of individual lessons.
Learn more. Modules can be repeated as many times as is necessary to master the material. This encourages self-directed learning, allowing students to move through the course at their own pace and fostering enhanced self-esteem and confidence. It can also improve motivation to learn in other areas of the curriculum. Sight word towers: Write sight words on red solo cups.
Ask students to read the words on the cup. If they read it correctly they can add it to their tower. If they miss the word, they have to put the cup to the side. This was a favorite of students. Letter sound blending puzzles: These are three letter word segmented puzzles students put together. Each piece was a separate letter sound. When put together, it made the word and corresponding picture. Activities involving taste and smell: Most multisensory activities do not involve these senses. However, all senses activate different memories and create more opportunities for learning.
If students read the words correctly they can eat the word. For example: p is for pineapple, pumpkins, pepperoni pizza, or pancakes. Proprioception is about knowing where your body is in space and knowing how to get around your environment safety. The proprioceptive system is developed and strengthened in children by having them do large and small physical movements, especially movements where they experience pressure, using their fingers, hands, arms, trunks, legs, and feet.
Any activity that helps children move in this way is incorporating this sense. Children with learning disabilities often struggle with this. Proprioception has to do with spatial orientation. Some children have difficulties imprinting and remembering the correct spatial orientations of letters and numbers. Mayer concludes that there is growing evidence that well designed multimedia resources lead to deeper learning than traditional verbal-only messages. He offers the following guidance on what constitutes good design:.
Some ideas take just a little effort but can bring about big changes. The following are few tips for creating a multi-sensory classroom. Writing homework assignments on the board. Teachers can use different colors for each subject and notations if books will be needed. The different colors allow students to know at a glance which subjects have homework and what books to bring home. Use different colors to signify different parts of the classroom. For example, use bright colors in the main area of the classroom to help motivate children and promote creativity.
Learning how to read
Use shades of green, which help increase concentration and feelings of emotional well-being, in reading areas and computer stations. Use music in the classroom. Set math facts, spelling words or grammar rules to music, much as we use to teach children the alphabet. Use soothing music during reading time or when students are required to work quietly at their desks. Apply Aromatherapy to the classroom. Use scents in the classroom to convey different feelings. Start with a picture or object.
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Usually, students are asked to write a story and then illustrate it, write a report, and find pictures to go with it, or draw a picture to represent a math problem. Instead, start with the picture or object. Ask students to write a story about a picture they found in a magazine or break the class into small groups and give each group a different piece of fruit, asking the group to write descriptive words or a paragraph about the fruit.
Make stories come to life. Have students create skits or puppet shows to act out a story the class is reading. Have students work in small groups to act out one part of the story for the class. Use different colored paper.
Gallup-McKinley - Professinal Collection - eBooks
Instead of using plain white paper, copy hand-outs on different color paper to make the lesson more interesting. Use green paper one day, pink the next and yellow the day after. Encourage discussion. Break the class into small groups and have each group answer a different question about a story that was read. Or, have each group come up with a different ending to the story.
Small groups offer each student a chance to participate in the discussion, including students with dyslexia or other learning disabilities who may be reluctant to raise their hand or speak up during class. Use different types of media to present lessons. Incorporate different ways of teaching, like films, slide shows, over-head sheets, power-point presentations. Pass pictures or manipulative around the classroom to allow students to touch and see the information up close.
Create games to review material. Create a version of Trivial Pursuit to help review facts in science or social studies. Making reviews fun and exciting will help students remember the information. There are twelve ways of learning.