Wednesday, June 30, 2010

Multisensory Language Instruction as a Research Based Curriculum

This is not a normal blog post for me.  It isn't about my dogs or my crafts; it's about my job and one of my passions.  Therefore, I wanted to share some information about the educational aspect of what I do.  I began school last July 2009 at SMU, and I am currently working at being an Academic Language Therapist.  This assignment was written in APA format, but it didn't translate in blogger the way that I wanted.  Every attempt was made to edit this paper correctly and give the proper people credit for their work.  Please forgive.  Thanks.  Best Regards.     



MSLE as a Research Based Curriculum







Andrea E. Rice



EDU 6231, Intro Course C

Instructor Janna Jones

June 30, 2010









MSLE as a Research Based Curriculum

Multisensory structured language education is defined as any “instructional approach that incorporates the simultaneous use of visual, auditory, kinesthetic, and tactile sensory modalities to link listening, speaking, reading and writing together” (573). This definition, found in Judith R. Birsh’s book entitled, Multisensory Teaching of Basic Language Skills, explains clearly the educational techniques which are combined to create this type of instruction. In other words, all learning pathways in the brain are used simultaneously in order to enhance memory and learning. Multisensory refers to any learning activity that includes the use of two or more sensory modalities simultaneously to take in or express information (Birsh, 2005). Interestingly, this teaching method has been used for over 75 years, but this type of instruction has not gone through scientific scrutiny (Birsch, 2006). Therefore, the International Dyslexia Association Initiative on Research in Multisensory teaching and learning has developed a program that will stimulate the scientific research needed to confirm what educators of dyslexic students already know; multisensory instruction works (Birsch, 2006).

The Multisensory Structured Language Educational approaches are dedicated to, systematic, direct teaching of the organization of language. Therefore, the following terms are synonymous with MSLE: simultaneous, multisensory, systematic, cumulative and diagnostic. However, there are two key factor in this direct instruction – direct teaching of all concepts with continuous interaction between teacher and student; and diagnostic teaching – the teacher must be adept at prescriptive or individualized teaching (Class handout, Summer 2009, EDU 6330)

MSLE is designed to be taught one hour a day five days a week. This is very important because of the necessity and benefit of the daily practice and review. The hour is divided into sections by schedule. A typical schedule of learning looks like this: For several weeks History of Language is taught. It is followed by alphabet practice, which mainly focuses on sequence and providing a tactile experience with three dimensional letters. Once finished, the learner moves on to the Reading Decks, which are divided into two sections, naming the letter and naming the keyword and sound. Once these concepts are reviewed, the learner moves to the Spelling Deck activity which includes the student echoing the teacher’s sound, names the letter made by that sound and then writes the letter. The New Introduction is the ‘discovery’ portion of the lesson, where the student is presented new learning based on previous knowledge and is guided toward ‘discovering’ the new situation and typically this is an auditory experience. Handwriting practice then follows the new discovery part of lesson where the student names the letters and tells the hand what to do. Continuing the schedule of lessons and moving from handwriting practice, the student begins Spelling which consists of the teacher's dictating the word and the student spelling the word orally. Then on to Verbal Expression which involves the student's practicing verbal communication within appropriate contextual situations and this strategy usually consists of role-playing. Wrapping up the learning part of the schedule is called Review; it is just that review of the new learning introduced in the new concept introduction during the auditory discovery section of the lesson. Lastly, the Listening part of the lesson is for the student to continue their educational learning when they are not secure in reading independently. This allows the student to continue working on their listening comprehension and their verbal communication. Amazingly, all of these components make up a successful multisensory structured language education program (Cox, 1992).

Clearly, research will lead the way and demonstrate the need for this teaching technique to be used in all educational settings. However, while the research to find the benefits of multisensory structured language education is still being collected and evaluated, I offer one small example of a success story based on my own teaching experience. I began working with a student on November 2, 2009, and we have worked for four hours per week since. The week of April 19-23 of 2010 the eighth graders got their reading TAKs scores back. My student increased his confidence and reading ability, but had yet to see results for himself in a way that meant something to him. The result of his state reading achievement score, Texas Assessment of Knowledge and Skills-TAKs was that he had missed only three questions and, therefore, was commended for the first time in his life on the state reading test. He now understands the importance of this therapy, and he is excited to learn more. Another impressive part about the therapy is that his processing and response time has increased. This is due to the multisensory teaching techniques and the daily review of key concepts such as key word and sound, spelling response practice, alphabet practice, and practice of the rules and concepts of our language structure. New material requires practice and review to move the information from short term memory to long term memory so the student can develop mastery of new concepts. In other words, the gradual building of the foundational education that every child truly deserves must include multisensory language instruction. Seeing results firsthand of this incredible system of teaching proves that it absolutely works.

References

Birsh, J.R. (2006). What is Multisensory structured language. Perspectives, 32(4), 15-20

Birsh, J. R. (Ed.). (2005). Multisensory teaching of basic language skills. Baltimore, MD: Paul H. Brookes Publishing Co.

Cox, A.R. (1992). Foundations for literacy. Cambridge, MA: Educators Publishing Service, Inc.

Class handout from EDU 6330, Summer 2009 Orton-Gillingham-based Multisensory structured language approaches, Information adapted from “Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Disorders: International Multisensory Structured Language Education Council (IMSLEC)

Tuesday, June 29, 2010

Curly & Sammy


Curly & Sammy, originally uploaded by artpaw [rebecca collins].
Had this art piece created by a fabulous local artist in Dallas, TX. I am super excited to share her work of my babies. Here is the link to my proofs.  This is her flickr link.  Check out her work and see for yourself! Thanks Rebecca Collins.  Hugs.

Monday, June 28, 2010

Blossom Pin Cushion


Blossom Pin Cushion, originally uploaded by aaaandreaaaa.
Oh partner...you will be getting this one too. I guess you didn't like the spider? I know, it isn't the most practical, but it sure was fun to make. If you haven't received a pinnie, I hope you like it? This one will be showing up at your door very soon. The chocolate fabric is Tula Pink from Hushabye and so is the green tear drop. The rest of the fabrics are reproduction fabrics. I don't like to stay within one line of fabric, therefore, see if you can figure out how the colors are all related?  Here is a link to the swap I am in; it is called Scrapy Pin Cushion Swap.  This idea came from the I Love Patchwork book.  Here is a link to her flickr account and the author's blog.  I used the Clover Yo-yo Maker large to complete my project.

Wednesday, June 9, 2010

Fresh Corn Salsa


I will save the fresh corn for later.  For now the fresh corn salsa will have to do. 

Fresh Corn Salsa, originally uploaded by aaaandreaaaa.

OK. For those of you who know me, this is a summer tradition. My summer has officially started. Woo-whoo. We had three very lovely tomatoes fresh from the garden and a sweet onion. Yum. Here is my favorite recipe ever. However, I didn't follow the directions of the recipe because I added salt, black pepper, fresh clove of garlic, and ground Chipotle Chile Pepper. The reason for the chipotle spice is because I would have to throw out the rest of the jalapeno pepper. Yes, I am a wimp. By the way go easy on the chipotle pepper because it too can get very hot! The brand of Chipotle Chile Pepper is manufactured by McCormick. I also hate using the fresh corn out of the garden, so I bought the frozen super sweet corn distributed by Birds Eye. Here is the link to the recipe. Enjoy.

Wednesday, June 2, 2010

The Twenty Minute Tote Bag


The Twenty Minute Tote, originally uploaded by aaaandreaaaa.
One down and three more to go. I am making tote bags from a pattern on the purl bee blog. During the second week of June, I will be presenting a workshop to fellow teachers about the book entitled "Naked Reading". Our workshop should be fun because I am working with another Reading Specialist; we make a great team. I can't wait to give these out as prizes. There will be more totes made from this pattern during the next few days.  You can see the picture from flickr here.  My fabric is from Moda, and it is called Peas & Carrots by American Jane Patterns by Sandy Klop.  Only three more days of work and summer vacation starts.  Yippee.