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Abstract

The effects of multisensory instruction upon the word reading accuracy and on-task behaviors of seven-, eight-, and nine-year-old learning disabled students were investigated during a series of four experiments. Visual and auditory instruction with and without teacher praise was compared with a visual, auditory, kinesthetic and tactile instruction with and without teacher praise. Results of the single subject reversal design experiments indicated that all four types of instruction increased word reading accuracy when compared with pretest scores. Nevertheless, there were significant differences in effectiveness among the four treatments. Visual-auditory instruction alone was far less effective than visual-auditory with praise and the multisensory procedure with or without praise. Alternatively, visual-auditory with praise was the most effective of all the procedures.

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The Effect of Multisensory Instruction Upon the On-Task Behaviors and Word Reading Accuracy of Learning Disabled Children

Abstract

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