multisensory structured language programs1

8/7/2019 Multisensory Structured Language Programs1

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Multisensory

StructuredLanguage Programs

Content andContent and

Principles ofPrinciples ofInstructionInstruction


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What is taughtWhat is taught

Phonology and phonological awarenessPhonology and phonological awareness

Phonology is the study of sounds and howPhonology is the study of sounds and howthey work within their environment. Athey work within their environment. Aphoneme is the smallest unit of sound in aphoneme is the smallest unit of sound in agiven language that can be recognized asgiven language that can be recognized asbeing distinct from other sounds in thebeing distinct from other sounds in the

language. Phonological awareness is thelanguage. Phonological awareness is theunderstanding of the internal linguisticunderstanding of the internal linguisticstructure of words. An important aspect ofstructure of words. An important aspect ofphonological awareness is phonemicphonological awareness is phonemicawareness or the ability to segment wordsawareness or the ability to segment words

into their component sounds.into their component sounds.


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SoundSound--symbol associationsymbol association

This is the knowledge of the various soundsThis is the knowledge of the various soundsin the English language and theirin the English language and theircorrespondence to the letters andcorrespondence to the letters andcombinations of letters which represent thosecombinations of letters which represent thosesounds. Soundsounds. Sound--symbol association must besymbol association must be

taught (and mastered) in two directions:taught (and mastered) in two directions:visual to auditory and auditory to visual.visual to auditory and auditory to visual.

Additionally, students must master theAdditionally, students must master theblending of sounds and letters into words asblending of sounds and letters into words aswell as the segmenting of whole words intowell as the segmenting of whole words into

the individual sounds.the individual sounds.


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Syllable instructionSyllable instruction

A syllable is a unit of oral or written languageA syllable is a unit of oral or written language

with one vowel sound. Instruction mustwith one vowel sound. Instruction mustinclude the teaching of the six basic types ofinclude the teaching of the six basic types ofsyllables in the English Language: closed,syllables in the English Language: closed,vowelvowel--consonantconsonant--e, open, consonante, open, consonant--le, rle, r--controlled, and diphthong. Syllable divisioncontrolled, and diphthong. Syllable division

rules must be directly taugh

t in relation torules must be directly taugh

t in relation tothe word structure.the word structure.


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MorphologyMorphology

Morphology is the study ofhow morphemesMorphology is the study ofhow morphemesare combined from words. A morpheme is theare combined from words. A morpheme is thesmallest unit of meaning in the language.smallest unit of meaning in the language.The curriculum must include the study ofThe curriculum must include the study ofbase words, roots, and affixes.base words, roots, and affixes.

SyntaxSyntax

Syntax is the set of principles that dictateSyntax is the set of principles that dictatethe sequence and function of words in athe sequence and function of words in asentence in order to convey meaning. Thissentence in order to convey meaning. Thisincludes grammar, sentence variation andincludes grammar, sentence variation andthe mechanics of language.the mechanics of language.


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SemanticsSemantics

Semantics is that aspect of languageSemantics is that aspect of language

concerned with

meaning. Th

e curriculumconcerned with

meaning. Th

e curriculum(from the beginning) must include instruction(from the beginning) must include instructionin the comprehension of written language.in the comprehension of written language.

EDUCATIONAL APPROACHESEDUCATIONAL APPROACHES

Simultaneous, multisensory (VAKT)Simultaneous, multisensory (VAKT)Teaching is done using all learning pathwaysTeaching is done using all learning pathwaysin the brain (visual/auditory, kinestheticin the brain (visual/auditory, kinesthetic--tactile) simultaneously in order to enhancetactile) simultaneously in order to enhancememory and learning.memory and learning.


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Multisensory TechniquesMultisensory Techniques -- What AreWhat AreMultisensory Techniques:Multisensory Techniques:

Multisensory techniques are frequently used forMultisensory techniques are frequently used for

students withstudents withLearning DisabilitiesLearning Disabilities (LD)(LD)Multisensory teaching techniques and strategiesMultisensory teaching techniques and strategiesstimulate learning by engaging students onstimulate learning by engaging students onmultiple levels. They encourage students to usemultiple levels. They encourage students to usesome or all of their senses to:some or all of their senses to:

Gath

er information about a task;Gath

er information about a task; Link information to ideas they already know andLink information to ideas they already know and

understand;understand;

Perceive the logic involved in solving problems;Perceive the logic involved in solving problems;

Learn problemLearn problem--solving steps;solving steps; Tap intoTap into nonverbal reasoning skillsnonverbal reasoning skills;;

Understand relationships between concepts; andUnderstand relationships between concepts; and

Learn information and store it for later recall.Learn information and store it for later recall.


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Multisensory TechniquesMultisensory Techniques -- Stimulating VisualStimulating VisualReasoning and Learning:Reasoning and Learning:

Multisensory techniques often include visualMultisensory techniques often include visualteaching methods and strategies such as using:teaching methods and strategies such as using:

Text and/or pictures on paper, posters, models,Text and/or pictures on paper, posters, models,projection screens, or computers;projection screens, or computers;

Film, video, multiFilm, video, multi--image media,image media, augmentativeaugmentative

picture communication cardspicture communication cards or devices,or devices, fingerfingerspellingspelling and sign language;and sign language;

Adaptive Reading MaterialsAdaptive Reading Materials;;

Use of color for highlighting, organizingUse of color for highlighting, organizing

information, or imagery;information, or imagery; Graphic organizersGraphic organizers, and outlining passages; and, and outlining passages; and

StudentStudent--created art, images, text, pictures, andcreated art, images, text, pictures, andvideo.video.


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Multisensory TechniquesMultisensory Techniques -- AuditoryAuditoryTechniques:Techniques:

Multisensory tech

niques th

at focus on soundMultisensory tech

niques th

at focus on soundand stimulateand stimulate verbal reasoningverbal reasoning are calledare calledauditory techniques. Auditory techniquesauditory techniques. Auditory techniquesinclude strategies such as using:include strategies such as using:

ComputerizedComputerized text readerstext readers,, augmentativeaugmentative

communication devicescommunication devices;; auditory trainersauditory trainers;;hearing aidshearing aids; books on tape,; books on tape, podcastspodcasts, and, andpeerpeer--assisted reading;assisted reading;

Video, film, or multiVideo, film, or multi--image media withimage media with

accompanying audio; andaccompanying audio; and Music, song, instruments, speaking, rhymes,Music, song, instruments, speaking, rhymes,

chants, and language games.chants, and language games.


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Multisensory TechniquesMultisensory Techniques -- Tactile TeachingTactile TeachingMethods:Methods:

Multisensory tech

niques th

at involve usingMultisensory tech

niques th

at involve usingthe sense of touch are called tactile methods.the sense of touch are called tactile methods.Tactile methods include strategies such as:Tactile methods include strategies such as:

Using small objects, calledUsing small objects, called mathmathmanipulativesmanipulatives,, to represent number values toto represent number values to

teach math skills such as counting, addition,teach math skills such as counting, addition,subtraction, multiplication, and division;subtraction, multiplication, and division;

Use of modeling materials such as clay andUse of modeling materials such as clay andsculpting materials,sculpting materials, paperpaper machemache to createto create

models; andmodels; and Use of sand trays, raised line paper, texturedUse of sand trays, raised line paper, textured

objects, sensory putty, finger paints, andobjects, sensory putty, finger paints, andpuzzles to developpuzzles to develop fine motor skills.fine motor skills.


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Multisensory TechniquesMultisensory Techniques -- KinestheticKinestheticMethods:Methods:

Multisensory methods that use bodyMultisensory methods that use bodymovement are calledmovement are called kinesthetic methods.kinesthetic methods.These involveThese involve finefine andand gross motorgross motor movementmovementsuch as:such as:

Preschool and primary games involvingPreschool and primary games involvingjumping rope,jumping rope, clapping, stomping or otherclapping, stomping or othermovements paired with activities whilemovements paired with activities whilecounting, and singing songs related tocounting, and singing songs related toconcepts;concepts;

All tactile activities mentioned above; andAll tactile activities mentioned above; and

Any large motor activity for older studentsAny large motor activity for older studentsinvolving dancing, beanbag tossing,involving dancing, beanbag tossing,basketball, or other such activities involvingbasketball, or other such activities involvingconcepts, rhythmic recall, and academicconcepts, rhythmic recall, and academiccompetition such as current events quizzes,competition such as current events quizzes,flashcard races, and other learning games.flashcard races, and other learning games.


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Systematic and cumulativeSystematic and cumulative

Multisensory language instruction requiresMultisensory language instruction requires

th

at th

e organization of material follows th

eth

at th

e organization of material follows th

elogical order of the language. The sequencelogical order of the language. The sequencemust begin with the easiest and most basicmust begin with the easiest and most basicelements and progress methodically to moreelements and progress methodically to moredifficult material. Each step must also bedifficult material. Each step must also be

based on th

ose already learned. Conceptsbased on th

ose already learned. Conceptstaught must be systematically reviewed totaught must be systematically reviewed tostrengthen memory.strengthen memory.


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By the time most dyslexic students areBy the time most dyslexic students areidentified, they are usually quite confusedidentified, they are usually quite confusedabout our written language. So you must goabout our written language. So you must go

back to the very beginning and create a solidback to the very beginning and create a solidfoundation with no holes. You must teach thefoundation with no holes. You must teach thelogic behind our language by presenting onelogic behind our language by presenting onerule at a time and practicing it until therule at a time and practicing it until thestudent can automatically and fluently applystudent can automatically and fluently apply

that rule both when reading and spelling.that rule both when reading and spelling.You must continue to weave previouslyYou must continue to weave previouslylearned rules into current lessons to keeplearned rules into current lessons to keepthem fresh and solid. The system must makethem fresh and solid. The system must makelogical sense to our students, from the firstlogical sense to our students, from the first

lesson through the last onelesson through the last one


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Direct instructionDirect instruction

The inferential learning of any conceptThe inferential learning of any concept

cannot be taken for granted. Multisensorycannot be taken for granted. Multisensorylanguage instruction requires the directlanguage instruction requires the directteaching of all concepts with continuousteaching of all concepts with continuousstudentstudent--teacher interaction.teacher interaction.

Dyslexic students do not intuit anythingDyslexic students do not intuit anything

about written language. So, you must teachabout written language. So, you must teachthem, directly and explicitly, each and everythem, directly and explicitly, each and everyrule that governs our written words. And yourule that governs our written words. And youmust teach one rule at a time, and practice itmust teach one rule at a time, and practice ituntil it is stable in both reading and spelling,until it is stable in both reading and spelling,

before introducing a new rule.before introducing a new rule.


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Diagnostic teachingDiagnostic teaching

The teacher must be adept at prescriptive orThe teacher must be adept at prescriptive or

individualized teach

ing. Th

e teach

ing plan isindividualized teach

ing. Th

e teach

ing plan isbased on careful and continuous assessmentbased on careful and continuous assessmentof the individual's needs. The contentof the individual's needs. The contentpresented must be mastered to the degree ofpresented must be mastered to the degree ofautomaticity.automaticity.

The teacher must continuously assess theirThe teacher must continuously assess theirstudent's understanding of, and ability tostudent's understanding of, and ability toapply, the rules. The teacher must ensure theapply, the rules. The teacher must ensure thestudent isn't simply recognizing a patternstudent isn't simply recognizing a patternand blindly applying it. And when confusionand blindly applying it. And when confusion

of a previouslyof a previously--taught rule is discovered, ittaught rule is discovered, itmust bemust be reteachreteach..


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Synthetic and analytic instructionSynthetic and analytic instruction

Multisensory, structured language programsMultisensory, structured language programs

include both

synth

etic and analyticinclude both

synth

etic and analyticinstruction. Synthetic instruction presentsinstruction. Synthetic instruction presentsthe parts of the language and then teachesthe parts of the language and then teacheshow the parts work together to form a whole.how the parts work together to form a whole.

Analytic instruction presents the whole andAnalytic instruction presents the whole and

teach

esh

ow th

is can be broken down into itsteach

esh

ow th

is can be broken down into itscomponent parts.component parts.

According to the National Teacher EducationAccording to the National Teacher EducationTask Force of the International DyslexiaTask Force of the International Dyslexia

Association, multisensory structuredAssociation, multisensory structured

language programs should include thelanguage programs should include thefollowing content and be taught with thefollowing content and be taught with thefollowing principles of instruction.following principles of instruction.


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Dyslexic students must be taught bothhowDyslexic students must be taught bothhowto take the individual letters or sounds andto take the individual letters or sounds andput them together to form a word (synthetic),put them together to form a word (synthetic),

as well as how to look at a long word andas well as how to look at a long word andbreak it into smaller pieces (analytic). Bothbreak it into smaller pieces (analytic). Bothsynthetic and analytic phonics must besynthetic and analytic phonics must betaught all the time.taught all the time.

Descriptions of some MSSL reading programsDescriptions of some MSSL reading programs

multisensory structured language programs1

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