APPLYING MULTISENSORY APPROACHES FOR STUDENTS WITH DYSLEXIA
ДОИ:
https://doi.org/10.47054/IJERT257176izКлучни зборови:
Dyslexia, Multisensory Learning, Specific Learning Disabilities (SLD), Reading Difficulties, Inclusive EducationАпстракт
Dyslexia, a neurobiologically-based specific learning disability characterized by difficulties in accurate word recognition, spelling, and decoding, presents significant challenges in reading, writing, phonological awareness, and student self-esteem. Traditional, predominantly visual or auditory instructional methods often prove ineffective for these learners. This paper examines the application of multisensory approaches as a critical intervention strategy. Rooted in the Orton-Gillingham (OG) method and supported by neuroscience, multisensory learning integrates visual, auditory, kinesthetic, and tactile modalities to engage multiple neural pathways simultaneously. This approach addresses the core phonological processing deficits in dyslexia by leveraging individual learning strengths, enhancing information processing, memory retention, and motivation. The paper details specific multisensory techniques within each modality (visual aids, auditory tools, kinesthetic activities, tactile manipulatives) and discusses their efficacy in improving literacy skills. Successful implementation requires teacher training, appropriate resources, and collaborative support systems. While research confirms the effectiveness of multisensory strategies, the paper concludes by highlighting the need for further investigation into long-term outcomes, integration across subjects and age groups, and the role of emerging technologies. Multisensory approaches offer a transformative, inclusive framework for empowering students with dyslexia to overcome learning barriers and achieve their academic potential.
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