1. Multisensory Literacy Intervention
Allison Harrison

2. Visual Phonics
Systematic program that provides visual access to English phonological system
Supplementary visual/kinesthetic cues
46 hand gestures
1:1 correspondence of signs and sounds in English
Helps with phonemic awareness
Not a communication system

5. Why is it important?
Early acquisition of sound-letter correspondence and phonemic awareness predicts later reading success
Fluent and accurate decoding is necessary for comprehension
If decoding time is lengthy, working memory will not hold onto info for comprehension

6. In DHH Populations Positive research to support use of visual phonics
Case studies and single subject designs show improvement in phonological awareness and reading
“DHH children are often already at a disadvantage when developing spoken language and literacy due to limited and/or a lack of consistent access to the auditory and linguistic input necessary for language development” (Entwisle et al., 2016)

7. How they’re different

8. In At-Risk Populations
Research with Kindergarteners at risk for reading failure showed positive results
Better performance on DIBELS
Maintenance 1 week and 1 month post instruction
VP was taught as supplement to large group instruction in general ed. classroom

10. Other Multisensory Interventions
Orton-Gillingham multisensory instruction
Air-spelling
Tapping out syllables, sounds
Barton Reading Program
Differently colored tiles to differentiate sounds (i.e. vowels and consonants)
Finger spelling – hold up one finger per sound to spell word

11. References
Cihon, T. M., Gardner, R., Morrison, D., & Paul, P. V. (2008). Using Visual Phonics as a Strategic Intervention to Increase Literacy Behaviors for Kindergarten Participants At-Risk for Reading Failure. Journal of Early and Intensive Behavior Intervention, 5(3),
Entwisle, L. K., Brouwer, K., Hanson, E., & Messersmith, J. (2016). A Systematic Review of Emergent Literacy Interventions for Preschool-Age Children With Cochlear Implants. Contemporary Issues In Communication Science & Disorders, 4364.
Foster, W., & Miller, M. (2007). Development of the literacy achievement gap: a longitudinal study of kindergarten through third grade. Language, Speech & Hearing Services In Schools, 38(3),
Gardner, R., Cihon, T. M., Morrison, D., & Paul, P. (2013). Implementing Visual Phonics With Hearing Kindergarteners At Risk for Reading Failure. Preventing School Failure, 57(1),
Smith, A., & Wang, Y. (2010). The impact of visual phonics on the phonological awareness and speech production of a student who is deaf: a case study. American Annals Of The Deaf, 155(2),

12. References
Suskind, D. (2015). Thirty million words: Building a child's brain. New York, NY: Dutton.
What is See the Sound - Visual Phonics?. (2011). In See the Sound. Retrieved from
Woolsey, M., Satterfield, S., & Roberson, L. (2006). Visual phonics: an English code buster?. American Annals Of The Deaf, 151(4),
Giess, S., Rivers, K. O., Kennedy, K., & Lombardino, L. J. (2012). Effects of Multisensory Phonics-Based Training on the Word Recognition and Spelling Skills of Adolescents with Reading Disabilities. International Journal Of Special Education, 27(1),
Magpuri-Lavell, T., Paige, D., Williams, R., Akins, K., & Cameron, M. (2014). The effects of a summer reading program using simultaneous multisensory instruction of language arts on reading proficiency. Reading Improvement, 51(4),