Multi-Sensory Approach: How It Helps in Improving Words Recognition?
- 1 SJKC Sang Lee, Raub, Malaysia
- 2 Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysia
- 3 Faculty of Education, Universiti Kebangsaan Malaysia, Selangor, Malaysia
Abstract
The Malaysian Education Blueprint is aimed to make sure that every child can master all the skills including listening, speaking, reading and writing. Hence, the English Language syllabus is designed to mould the pupils to become a skilful learner at an early age. One of the skills that they have acquired as early as in Standard 1 is the reading skills. There are varieties of strategies that can be used by the teachers to help the learners’ performance in mastering reading skills. One of them is through the multi-sensory approach where it involves the learners’ senses throughout the activities done in the classroom. Therefore, this paper discusses how multi-sensory approach can be used as a strategy to improve learners’ reading skills by improving their word recognition. It aims to explore past studies on the effective use of visual, auditory and tactile aids in the classroom as well as the learners’ kinaesthetic experiences in improving their word recognition.
- Abdullah, Y. L. P. K., Yunus, M. M., & Hashim, H. (2019). Grammatical Errors in ESL Writing: An Error Analysis. International Journal of Recent Technology and Engineering, 8, 302-307.
- Chard, D. (2000). Phonics and Word Recognition Instruction in Early Reading Programs: Guidelines for Accessibility. http://www.ldonline.org/article/6316
- Davis, J. B. (2011). The Effect of an Orton Gillingham Based Reading Intervention on Students with Emotional/Behaviour Disorders.
- Don-Ezenne, I. N. (2014). Identification and Analysis of Problem of Word Recognition in Reading among JSS Students in Gwgwalada and Kwali Area Councils of Federal Capital Territory, Abuja. Journal of Research & Method in Education, 4, 7-14. https://doi.org/10.9790/7388-04530714
- Ewy, C. A. (2003). Teaching with Visual Frameworks: Focused Learning and Achievement through Instructional Graphics Co-Created by Students and Teachers. Thousand Oaks, CA: Corwin Press, Inc.
- Hashim, H., & Isa, I. S. M. (2012). Students’ Anxiety Level towards Speaking in English: Malaysia Polytechnic Experience. In IEEE Symposium on Business, Engineering and Industrial Applications (pp. 595-599). Piscataway, NJ: IEEE. https://doi.org/10.1109/ISBEIA.2012.6422957
- Jasmine, J., & Connolly, M. (2015). The Use of Multisensory Approach during Centre Time, through Visual, Auditory, and Kinesthetic-Tactile Activities, to Enhance Spelling Accuracy of Second Grade Students.
- Jensen, E. (1998). Teaching with the Brain in Mind. Alexandria: VA: Association for Supervision and Curriculum Development.
- Johnson, G., & Edelson, R. (2003). Integrating Music and Mathematics in the Elementary Classroom. Teaching Children Mathematics, 9, 474-479.
- Maheshwari, V. K. (2016). Multi-Sensory Teaching-Meaning and Importance. http://www.vkmaheshwari.com/WP/?p=2364
- Mohammadein, A. (2016). The Effect of Affection on English Language Learning of Children with Intellectual Disability Based on Total Physical Response Method of Language Teaching. International Journal of English Language and Literature Studies, 5, 92-103. https://doi.org/10.18488/journal.23/2016.5.2/23.2.92.103
- Moustafa, A., & Ghani, M. Z. (2016). The Effectiveness of a Multisensory Approach in Improving Letter-Sound Correspondence among Mild Intellectual Disabled Students in State of Kuwait.
- Obaid, M. A. (2013). The Impact of Using Multi-Sensory Approach for Teaching Students with Learning Disabilities. Journal of International Education Research, 9, 75-82. https://doi.org/10.19030/jier.v9i1.7502