Dyslexia and Multisensory Learning

Dyslexia, a specific learning disorder, primarily affects reading accuracy, fluency, and spelling. Dyslexic individuals often struggle to decode words and establish sound-letter correspondence (Layes et al., 2019). Developing phonological awareness, which includes sensitivity to phonemes, syllables, and rhymes, plays a crucial role in reading proficiency. According to Anthony et al. (2002), phonological awareness develops hierarchically, where children first grasp simpler linguistic units, such as words and syllables, before progressing to more complex units, like phonemes. This skill is a foundational element for reading development, and dyslexic learners often face challenges making these phonological connections.

Research demonstrates that children with dyslexia show slower development in phonemic awareness compared to their peers, leading to persistent reading difficulties throughout their academic careers (Bruck, 1992; Kilpatrick, 2016). While dyslexic learners may improve in certain areas, such as onset-rime awareness, their ability to recognize phonemes often remains significantly impaired. This gap is critical because phonemic awareness is directly tied to a child’s ability to read and spell. According to Kilpatrick (2016), phonemic awareness is a cognitive skill separate from phonics, which deals with printed letters and their corresponding sounds. Dyslexic children need tailored, intensive instruction to build these core skills and overcome the challenges posed by their condition (Bruck, 1992; Layes et al., 2019).

Traditional models of reading instruction are often insufficient for students with dyslexia because they do not engage the learner’s multiple senses. Multisensory learning, which integrates visual, auditory, and kinesthetic-tactile inputs, has emerged as a more practical approach for teaching reading, spelling, and writing (Shams & Seitz, 2008). This approach is particularly effective for dyslexic learners, as it helps form connections between various sensory pathways, improving memory retention and recall (Multisensory Structured Language Programs, 2019). By simultaneously engaging multiple senses, learners with dyslexia can process and retain information more effectively, offering them a more comprehensive learning experience (McKeown, 2019).

Studies have shown that multisensory methods are particularly valuable for teaching alphabetic patterns and vocabulary (Bara et al., 2007). For example, haptic exploration, where learners physically interact with letters, enhances letter recognition and phoneme awareness. Active, tactile engagement enables learners to decode words more effectively, offering an advantage over traditional visual or auditory methods alone (Shams & Seitz, 2008). Moreover, multisensory learning strategies can be applied beyond reading and writing, demonstrating potential benefits for math and other subjects (McKeown, 2019; Reading Programs That Work, 2018).

The integration of multisensory learning into educational technology, such as the MagicSpells app, offers promising solutions for dyslexic learners. The app combines sight, sound, and touch to create an immersive learning experience, allowing children to interact with letters and words to foster deeper understanding and retention. By incorporating haptic-enhanced technology, MagicSpells enables users to feel the shape of letters and words, making the learning process more engaging and effective. This type of technology represents a shift towards more inclusive educational tools that can help dyslexic learners overcome their challenges and succeed academically (Bara et al., 2007; Paas & Van Merriënboer, 2020).

Dyslexic learners face significant challenges developing phonemic awareness, a critical component of reading proficiency. Multisensory learning methods, which engage multiple sensory pathways, provide a more effective approach for teaching these learners. The MagicSpells app leverages this approach by creating a multisensory, interactive learning environment that helps dyslexic learners build the skills they need to succeed.

References

Anthony, J. L., Lonigan, C. J., Burgess, S. R., Driscoll, K., Phillips, B. M., & Cantor, B. G. (2002). Structure of preschool phonological sensitivity: overlapping sensitivity to rhyme, words, syllables, and phonemes. Journal of Experimental Child Psychology, 82(1), 65–92. https://doi.org/10.1006/jecp.2002.2677

Bara, F., Morin, M.-F., & Alamargot, D. (2007). Eye and pen: Input modalities in early spelling processes. Educational Studies in Language and Literature, 7(2), 169–191.

Bruck, M. (1992). Persistence of dyslexics’ phonological awareness deficits. Developmental Psychology, 28(5), 874–886. https://doi.org/10.1037/0012-1649.28.5.874

Kilpatrick, D. (2016). Equipped for Reading Success: A Comprehensive, Step-by-step Program for Developing Phonemic Awareness and Fluent Word Recognition. Syracuse, NY: Casey & Kirsch Publishers.

Layes, S., Lalonde, R., & Rebai, M. (2019). Dyslexia risk factors: A developmental trajectory. Journal of Learning Disabilities, 52(2), 151–162.   https://doi.org/10.1177/0022219418775117

McKeown, M. (2019). Multisensory learning: Improving literacy skills in children with dyslexia. Journal of Educational Psychology, 111(1), 51–67.

Multisensory Structured Language Programs. (2019). International Dyslexia Association. Retrieved from https://dyslexiaida.org/multisensory-structured-language-programs/

Paas, F., & Van Merriënboer, J. (2020). Cognitive load theory: Methods to manage working memory in learning. Educational Psychologist, 55(4), 207–219.

Shams, L., & Seitz, A. R. (2008). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006