The Effect of Multisensory Instruction on Letter Identification of Kindergarten Students

Abstract

The 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.