MULTISENSORY METHODS MATTER
Presented by The Dyslexia Center of Utah
UMTSS Connections Conference 2015
It is far cheaper financially, socially, and emotionally to fix learning problems early before the child has to
endure a lifetime of not being able to live up to his or her potential just because they learn differently.
MULTISENSORY LEARNING LINKS THE THREE LEARNING PATHWAYS.
A MULTISENSORY, STRUCTURED LANGUAGE PROGRAM INCLUDES:
1. Phonemic Awareness
Rhyming.
Counting words in a sentence. I see a yellow star
Counting syllables in words.
al pha bet
Counting sounds (phonemes) in words . S T A N D
Blending consonant sounds .
st fl br bl pr pl
Manipulating the sounds in words. tan  man  mapmop
2. Sound-symbol relationship (phonics)
Visual Auditory (reading or decoding words)
Auditory Visual (spelling or encoding words)
3. Syllable instruction
“By knowing the syllable type, the reader can better determine the sound of the vowel in
the syllable.” (International Dyslexia Association)
Open (nothing follows the vowel)
NO
Closed (consonant follows the vowel)
NOT
V consonant e (consonant and e follow the vowel)
NOTE
Vowel pair (a vowel follows a vowel)
NOON
Vowel R (letter R follows the vowel)
NOR
Consonant –le (final stable syllable)
NO / BLE
4. Morphology – A morpheme is the smallest part of a word that carries meaning. Morphology
teaches prefixes, roots, and suffixes along with their meanings. This improves reading, spelling and
comprehension.
5. Syntax – The structure of sentences (grammar).
6. Semantics – Vocabulary and the meanings of words.
A MULTISENSORY, STRUCTURED LANGUAGE PROGRAM INVOLVES BOTH WHAT IS TAUGHT AND HOW IT IS
TAUGHT.
Systematic and Cumulative “Systematic means that the organization of material follows the logical
order of the language. The sequence must begin with the easiest and most basic concepts and
elements and progress methodically to more difficult concepts and elements. Cumulative means each
step must be based on concepts previously learned.”
Explicit Instruction “...Instruction requires the deliberate teaching of all concepts with continuous
student-teacher interaction. It is not assumed that students will naturally deduce these concepts on
their own.”
Diagnostic Teaching “The teacher must be adept at individualized instruction. That is instruction that
meets a student’s needs. The instruction is based on careful and continuous assessment, both
informally (for example, observation) and formally (for example, with standardized measures.) The
content presented must be mastered to the degree of automaticity. Automaticity is critical to freeing
all the student’s attention and cognitive resources for comprehension and expression.” (International
Dyslexia Association)
SPECIFIC MULTISENSORY METHODS
1. Before hand – After hand
 Left to right order of words, sequencing, directionality, sentence structure, processing.
2. Alphabet Arc
 Sequencing, matching one sound/name to one symbol, processing, alphabetic principle, rapid
naming and categorizing, “Missing Letter Deck”.
3. Vowels are open and voiced. Consonants are blocked by lips, teeth or tongue
 Adds kinesthetic component to vowels and consonants, and prepares child for syllable
identification.
4. Initial Medial Final
 Initial means first, final means last, and medial is anything that comes between first and last.
Mark the phonemes (sounds) in each word, not the letters. Allow student to discovery
phonemic patterns and then visual patterns.
Initial Medial Final
I
M
F
Initial Medial
I
M
Final
F
*
*
*
c
a
tch
*
**
*
s
wi
tch
*
*
*
f
e
tch
5. Rhyming Activities
6. Phonemic Awareness
 Segmenting sounds (how many syllables, how many phonemes), blending sounds (s-t-a-m-p =
stamp), manipulating sounds.
7. Kinesthetic movement of syllables and sounds
 “Say it, map it, tap it, zap it;” dash out syllables, mark the sounds, add letters;
phoneme/grapheme charts.
8. Writing phonograms
 Trace and name, or create letters using clay, sand boards, shaving cream, or mesh boards.
9. Phonogram drill
 Trace patterns using large muscles movements, and review rules and placement (IMF)
10. Name the vowel pattern, name the sound, say the word
11. Spelling
 Simultaneous Oral Spelling (S.O.S.)


Word building with manipulatives.
Dictation = Sounds, words, sentences
Sounds - Students write all the ways to spell the sounds that will be used in the words.
Words - Dictate at least 10 words that fit the new concept or phonogram.
Sentences - Students write sentences. They are able to reference the words they have just
written.
12. C.O.P.S.
 Capitalization, Organization, Punctuation, Spelling