1. Multisensory Teaching Judy Wright April 8, 2008 Lecture #6 Thomas Edison High School

2. Agenda Multisensory teaching Basic lesson plan Matrix of common MSL (multisensory language) programs Oregon Department of Education approved instructional materials

3. Multisensory Teaching Multisensory teaching is simultaneously Visual (what we see) Auditory (what we hear) Kinesthetic-Tactile (what we feel) Sometimes referred to as VAKT

4. Content - What is taught? Phonology and phonological awareness Sound-symbol association Syllable instruction Morphology Syntax Semantics

5. Phonology / phonological awareness Phonology is the study of sounds and how they work within their environment A phoneme is the smallest unit of sound in a given language that can be recognized as being distinct from other sounds Phonological awareness is the understanding of the internal linguistic structure of words Phonemic awareness is the ability to segment words into their component sounds

6. Sound-symbol association Knowledge of the various sounds in the English language and their correspondence to the letters and combinations of letters which represent those sounds Must be taught and mastered in two directions -- visual to auditory, and auditory to visual Students must master blending of sounds and letters into words, and segmenting of whole words into the individual sounds

7. Syllable instruction A syllable is a unit of oral or written language with one vowel sound Instruction must include the six basic syllable types in the English language Closed Vowel-consonant-e Open Consonant-le R-controlled Diphthong Syllable division rules must be directly taught in relation to word structure

8. Morphology The study of how morphemes are combined from words to form words Must include study of base words, roots, prefixes, and suffixes

9. Syntax The principles that dictate the sequence and function of words in a sentence in order to convey meaning Includes grammar, sentence variation, and the mechanics of language

10. Semantics The aspect of language concerned with meaning Curriculum must include, from the beginning, instruction in the comprehension of written language

11. Principles of Instruction - How is it taught? Simultaneous, multisensory (VAKT) Systematic and cumulative Direct instruction Diagnostic teaching Synthetic and analytic instruction

12. Simultaneous, multisensory Teaching is done using all learning pathways in the brain Simultaneously in order to enhance memory and learning

13. Systematic, cumulative Multisensory language instruction requires that the organization of material follows the logical order of the language Sequence must begin with the easiest and most basic elements and progress methodically to more difficult material Each step must be based on those already learned Concepts taught must be systematically reviewed to strengthen memory

14. Direct instruction Inferential learning of any concept cannot be taken for granted Multisensory language instruction requires direct teaching of all concepts with continuous student- teacher interaction

15. Diagnostic teaching Teacher must be adept at prescriptive or individualized teaching Teaching plan is based on careful and continuous assessment of the individual’s needs Content presented must be mastered to the degree of automaticity

16. Synthetic and analytic instruction Multisensory structured language programs include both synthetic and analytic instruction Synthetic instruction presents the parts of the language and then teaches how the parts work together Analytic instruction presents the whole and teaches how this can be broken down into its component parts

17. Basic Lesson Plan Unlocking the Power of Print: A Tutor Manual by Dorothy Blosser Whitehead Five parts to the basic Orton-Gillingham lesson plan Drill Letter formation New concept Spelling dictation Oral reading

18. Drill Sounds/Cards - (Auditory-Visual) Sound Blending - (Auditory-Visual) Sound Dictation - (Auditory- Kinesthetic) Auditory Exercise - (Auditory discrimination and phoneme segmentation)

19. Letter Formation Teach cursive letter formation by families according to how letters are formed

20. New Concept Introduce the new phonogram and/or Introduce the new concept (e.g. syllable division rule)

21. Spelling Dictation Dictate at least 10 words that fit the new concept or phonogram Student says each individual sound simultaneously as s/he writes then says the whole word Dictate phrases consisting of known sounds only Dictate sentences. Later add capitals and punctuation.

22. Oral Reading Decoding: Reading material must be matched with the sequence of known sounds such as in controlled, linguistic readers for successful practice. Comprehension: When decoding is somewhat smooth comprehension questions may be added. Silent Reading: NEVER during tutoring time. Silent reading can be done in the classroom.

23. Matrix of MSL Programs - 1 Program Orton-GillinghamAlphabetic PhonicsAssociation Method Type Intervention Preventative Delivery individual small groupsmall group (up to 10)small group classroom

24. Matrix of MSL Programs - 2 Program Language!Lexia-HermanLindamood-Bell Type Intervention Preventative General Delivery individual small group classroom (1-20) classroom

25. Matrix of MSL Programs - 3 Program Project ReadSlingerlandSonday System Type Intervention Preventative General Delivery individual small group (2-10)small group classroom (1-25)classroom

26. Matrix of MSL Programs - 4 Program Sounds In SyllablesSpauldingStarting Over Type Intervention Preventative General Delivery individual small group classroomclassroom (1-30)

27. Matrix of MSL Programs - 5 Program Wilson Fundations & Wilson Reading Type Intervention Preventative General Delivery individual small group classroom (1-15)

28. ODE Approved Instructional Materials See handout

29. Acknowledgments IDA Fact Sheets: “Multisensory Teaching” “Orton-Gillingham-Based and/or Multisensory Structured Language Approaches” Unlocking the Power of Print IDA’s MSL Matrix ODE website: http://www.ode.state.or.us http://www.ode.state.or.us

30. For more information IDA website: www.interdys.orgwww.interdys.org ORBIDA website: www.orbida.orgwww.orbida.org ODE website: http://www.ode.state.or.us/search/ page/?=1565 http://www.ode.state.or.us/search/ page/?=1565