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Essay / Research Paper Abstract
This 5 page paper begins by explaining what a multisensory approach to teaching is, including a description of different modalities. The writer then explains the Fernald method to teaching reading to children with learning disabilities. The four steps of the method are described and explained. Bibliography lists 4 sources.
Page Count:
5 pages (~225 words per page)
File: MM12_PGfrnld.rtf
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Unformatted sample text from the term paper:
material is presented to them in a number of different modalities (Preston, 1998). As an aside, humans have five different senses: auditory, visual, kinesthetic/tactile, olfactory and gustatory. Typically, instruction for
children in the very early grades is based on kinesthetic/tactile senses. In other words, they are presented with materials they can touch and move. They are also presented materials in
a visual manager - what they can see. As children progress through the grades, the kinesthetic/tactile and visual channels are used less often in instruction in favor of auditory. Thus,
instruction becomes more a matter of listening than a matter of touching and doing things and looking at things. Each person is stronger in some learning channels than in
others. That means they learn better with hands-on, moving objects, touching objects (kinesthetic/tactile), they learn better by seeing, e.g., graphs on the chalk board (visual) or they learn better by
hearing a lecture (auditory). It should also be noted that some theorists have separated the kinesthetic/tactile into two distinct channels, kinesthetic meaning through movement, and tactile, meaning through touch. It
should also be pointed out that these channels are also referred to as modalities. A multisensory approach involves more than one sensory channel, thus, giving all students the opportunity to
learn through whichever channel is their strength. This approach has children doing things like tracing, writing, seeing, writing. The combination is referred to by the acronym VAKT - visual-auditory-kinesthetic-tactile
(Preston, 1998). Preston offers us examples of informal multisensory approaches: * Clay letters. Students would use letters that have been molded from clay, they make up reading words from the
clay letters. Preston reminds teachers that children should name the letter and illustrate its sound as the child makes up the word (Preston, 1998). * Shaving Cream Writing.
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