The teaching of reading using multi-sensory techniques

Some guidelines:

1.

The pupil is introduced to the alphabet (preferably with wooden capital letters) and alongside this, is shown that each letter has:

* a name
* a sound
* a shape
* an individual 'feel' - ie the movement made when writing the letter and what it looks like

According to Beve Hornsby, capitals are used at the early stages of teaching the alphabet as 'they appear first developmentally and are less prone to reversals.' (1999).

Each letter should be put on an index card with a picture related to that sound. Letterland has good quality cards with lowercase letters on one set and uppercase letters on the other set.

The sounds should be practiced on a daily basis.

It is important to form a link between the uppercase and lowercase letters as soon as possible. The cards can be used to play matching games and worksheets can be given to the pupil with this aim in mind.

2.

Never ask a pupil to read beyond their level. Some reading experts like Cox,Child and Gillinham said that the pupil should be given no books until they are familiar with letter sounds and names.

3. It is advisable to follow a chosen programme, preferably one which is easy to use.

4. Once the pupil has mastered some of the sounds, they can be introduced to reading words which are made of up the letter sounds and names they recognise. Alongside using phonic skills, sight words can be introduced. According to Stanovich, 'it is upon these [sight words] that his fluency as a reader depends.(Ott,2007).

The teaching of sight words should be as multisenory as possible. They should be introduced using carefully graded books and this can be backed up with worksheets. Take care when creating worksheets, paying close attention to the font and the colour of the paper. Keep the aim of the activity in mind.

Sources: How to Dectect and manage dyslexia (Ott)
         Alpha to Omega (Honsby)