The research aims to investigate the effect of learning environments enriched with multisensory reading activities on reading comprehension, reading comprehension strategies and reading motivation of primary school fourth-grade students. When the methods related to the reading comprehension process are analysed, the students' meaning process is…

Reading difficulties are the most common cause of academic failure and underachievement (International Dyslexic Association, 2012). Over the last half century, the Orton-Gillingham approach has been an influential intervention designed expressly for remediating the language processing problems of children and adults with dyslexia. The purpose of…

EFL Learning is considered an enriching and rewarding experience for most 'normal' learners. However, for learners with neurological differences/learning disabled, it can be a stressful and unpleasant experience. Students with learning disabilities (SLD) are often mistaken for slow, behind, incapable, and failures as there is a lack of awareness…

Over thirty years of extant literature exists regarding reading instruction, yet consensus in the field continues to diverge in the area of reading intervention. Despite the establishment of research-based programs in all five areas of reading (phonemic awareness, alphabetic principle, fluency, vocabulary, and comprehension), educators continue to…

The reading skills of many deaf children lag several years behind those of hearing children, and there is a need for identifying reading difficulties and implementing effective reading support strategies in this population. This study embraces a balanced reading approach, and investigates the efficacy of applying multi-sensory coding strategies…

Neurologist and middle school teacher Judy Willis connects what you do in the classroom to what happens in the brain when students learn how to read, including: (1) Why a classroom has to be safe and supportive in order to overcome barriers to reading fluency; (2) How to jumpstart students who are not well prepared for reading with activities that…

Summarizes a research study that explored the effectiveness of the Prime-O-Tec method, a multisensory technique for teaching sight vocabulary and comprehension, with disabled adult readers. Concludes that the listening, saying, seeing, and touching technique is effective with such a population. (FL)

To be used in the development of reading curricula in the local school setting, this list of generic objectives is part of a set produced by the System for Pupil Program Evaluation and Development (SPPED) which includes criterion objectives and content lists for the specification of generic objectives. In addition to the objectives, this…

The progress of 138 elementary students with specific learning disabilities was followed as they were instructed using the Alphabetic Phonics curriculum. After 3 years, the curriculum produced significant progress in reading comprehension for average and above average students, though below average students did not advance substantially in…

The purpose of this study was to determine whether an intermodal training technique known as visual-haptic had any effect on the reading achievement of a group of disabled readers. The technique itself did not teach reading. Used in conjunction with a conventional remedial reading program, visual-haptic training was expected to serve as an…

The comparative effectiveness of correlated listening-reading and reading-only comprehension lessons was studied using high school retarded readers with varying sensory modality learning preferences. Over a one-semester period, comparable lessons were taught to two groups matched for IQ, age, reading grade level, and freedom from sensory defects.…

This program guide outlines an advanced laboratory course using multimodal materials from junior high school to college which is designed to improve reading and comprehension, visual and auditory efficiency, and study skills. Each student begins at a test-determined level and progresses as skill and efficiency increase. The basic purpose is to…

Twenty-four first-graders who were taught reading skills using the "Language Basics: Elementary" program, which incorporates the Orton-Gillingham-based Alphabetic Phonics Method, made statistically significant gains in phonological awareness, decoding, and reading comprehension. Thirty-two controls taught with the Houghton-Mifflin Basal…