Abstract Students acquire knowledge of the letters of the alphabet necessary for emerging literacy through their senses.

Activities and information is internalized and the children have fun. Through the use of small group activities and learning centers teachers can create hands on activities related to thematic units. Students develop letter recognition helpful to the beginning phases and later necessary for literacy. Children derive positive self-steam through hands-on activities and develop a positive attitude towards learning how to read. The aim of this assignment is to discuss the methods of helping dyslexic children which employ a multi-sensory approach. It will cover reflection on the current approaches in helping dyslexic children. Reflection on search to current approaches in helping dyslexic children, reflection on search into a multi-sensory approach for a dyslexic, reflection on the application of a multisensory approach to dyslexia and evaluation of dyslexia management using a multi-sensory approach using reflective practice case histories and research statistics. The purpose of the study is to determine whether multiple multi-sensory phonics and sight word visualization interventions will improve struggling readers, word attack, oral reading fluency rate, passage comprehension, sight word and letter identification.

Chapter 1 Introduction This paper includes an overview of curriculum information and the basic techniques of a multi-sensory approach for teaching alphabet and diction skills, reading, spelling, and cursive handwriting. It also reports the result of a two year study of reading and spelling in both remedial and nonremedial classes in a public school. The purpose of the present study was to examine the efficacy of the multisensory teaching approach to improve reading skills at the first grade level. Elementary which incorporates the alphabetic phonics method statistically significant gains in phonological awareness, and reading comprehension while the control group made gains only on reading comprehension. A longitudinal study followed the progress of a group of elementary students as they were instructed using the alphabetic phonics curriculum. After a two year period, the curriculum produced positive results in reading comprehension for most students, particularly those who began the program in first and second grade. Students in resource and self-contained settings made significant gains in reading comprehension, although the two types of students exhibited different patterns of progress. Student of different ability levels responded differently to the curriculum. Average and above average students made significant progress in reading comprehension, but below average students did not advance substantially in relation to their ability level. At the end of two year, classroom teachers had a significantly more positive point of view of students word attack, oral reading, and silent reading comprehension skills.

Statement of the problem Many educators tend to teach and assess their student based primarily on linguistic intelligences. For example, throughout the school day a student maybe required to read information from a textbook, look at diagrams, or read what has been written on the chalkboard by the teacher. While having to acquire most information visually, the typically developing student will also need to listen to what the teacher is saying, however, if the student has poor visual perception or weak auditory memory processing, there are other modalities of learning that may need to be utilized. all of todays high stakes achievement test for reading. Hypothesis First grade students taught addition through a multi-sensory approach will show higher alphabetic achievement than those who are not taught through a multi-sensory approach. Limitation of the study There were numerous potential confounding problems with the study. One confounding variable was a student with severe speech problem, making it difficult to assess using flash cards on the pretest. Objective of the study Student recite, discern, and embrace the alphabet system. Children recognized the letters of the alphabet visually in print. Students match the upper and lower case letters of the alphabet. Students distinguish the letter-sound relationship at the alphabet. Children identify similar sounds of the beginning consonants. Students learn about the concept of rhyme and point out words that rhyme. Children internalize the shapes of the letters. Children also inscribe shapes and lines necessary for letter formation. Significance of the study Need for scientific studies to collaborate that multi-sensory reading methods are successful for struggling readers. Intervention supports the national reading panels recommendations of effective reading instruction.

STRATFORD INTERNATIONAL COLLEGE GENERAL SANTOS CITY

A partial fulfillment Of the requirements for the Degree of Bachelors in Elementary Education

Teaching the Alphabet Using a Multi-Sensory Approach: a study of first grade in H.N Cahilsot Elementary School

Researcher: Duhaylungsod, Jean M.