Browsing by Subject "multisensory instruction"
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Item The Effect of a Multisensory Approach on Increasing Sight Word Acquisition and Fluency in First Grade Students(2020-05-08) Frank, Hannah; Masters of EducationThe purpose of this study was to determine the effects of a multisensory approach on sight word acquisition and fluency in first grade students. A pretest-posttest treatment-control group design was used with two groups of first-grade students, each formed by random assignment. One group of students, the control group, received traditional sight word instruction while the second group of students, the treatment group, received sight word instruction via a multisensory approach that incorporated visual, audio, tactile, and kinesthetic learning styles. The instrument used in this study was the First 100 Fry Words. The students had two minutes to correctly identify as many of the First 100 Fry Words as they could without hesitation (i.e., within 5 seconds of seeing the word). The words that were unknown to each participant were chosen as the target words for the length of the study. Each week, the students received a list of ten target words to practice. At the end of the week, the students were assessed and any words that were not mastered by all students were used again the next week. Words that were mastered were removed and new words from the target list were added to create a total of ten words for the week. A two-sample t-test assessed the difference between the treatment and control population means on the pretest and four subsequent null hypothesis tests. The null hypothesis could not be rejected as the students in the treatment group did not make differential statistically significant gains in sight word acquisition and fluency compared with the control. Future research should continue to provide researchers and educators with more information on the use of a multisensory approach when developing sight word acquisition and fluency.Item The Effect of Multisensory Instruction on Letter Identification of Kindergarten StudentsOse, Susan; Masters of EducationThe purpose of this study was to test the null hypothesis that multisensory instruction would not affect a kindergarten student’s ability to identify letters. Group one received audio-visual instruction on upper and lower-case letter identification, while group two received multisensory instruction. The measurement tool was Maria Clay’s (2013) Letter Identification Subtest from the Observation Survey of Literacy Achievement, Third Edition. This study involved the use of a pretest/posttest design to compare data from January 2016 (before the intervention was administered), to data from March of 2016 (after the intervention was complete). The null hypothesis in this study was supported because there was no statistically significant difference in letter identification between the audio-visual group and the multisensory group. Further research is necessary to determine whether multisensory instruction is the most effective method of instruction for letter identification in kindergarten students.Item The Impact of a Multisensory Instructional Approach on Learning Letters and Sounds(2019-05-14) Gahan, Margaret; Masters of EducationThe purpose of this study was to determine whether a multisensory instructional approach had an impact on learning letters and letter sounds in pre-kindergarten. The measurement tool used was an observational checklist and the Pre-kindergarten Language and Literacy Assessment letters section for this study. The checklist was used for five days during the pretest period and five days during the posttest period. The assessment was used one day during the pretest period and one day during the posttest period. The results suggest that pre-kindergarten students benefit from a multisensory instructional approach when learning letters and letter sounds. More research must be conducted before these results can be generalized to other students.