Literature Review: Multisensory Instruction In Education

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Literature Review “Children know how to learn in more ways than we know how to teach them.”
—Ronald Edmonds (1991) Each child learns in a different way, therefore if teachers are mainly focused on instructing the majority auditory/visual learners; the students who have different learning styles needs aren’t being met, which results in lack of basic skills moving forward. The idea of one instructional strategy fitting all is creating a void in classrooms; which in turn is failing to help those students struggling the most. Campbell, Helf, and Cooke, (2008) suggests a reason for some students’ ongoing lack of achievements that, “too often, students are instructed indirectly, watching and listening to the teacher or other students with little or no opportunity to actually read” (p. 268). Children who are unsuccessful early are more likely to start disliking reading and avoid it all together (Campbell et al., 2008). When children aren’t successful at reading from early on, they’re at a substantially higher risk of being unable to read at grade level (Campbell et al., 2008).
Multisensory Instruction in Education Multisensory instruction started in the 1920’s originating from neuropsychiatrist and pathologist, Dr. Samuel Orton’s search to find instructional methods that would aid in helping students with dyslexia learn. Orton partnered with educator and psychologist, Anna Gillingham to start planning a teaching approach intended to provide assistance to students struggling

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