What is: MULTISENSORY STRUCTURED LANGUAGE APPROACHES
The principles of instruction and
content of a multisensory structured language
program are essential for effective teaching methodologies and promotes
effective teaching approaches and related clinical educational intervention
strategies for dyslexics.
§ Phonology and Phonological
Awareness: Phonology is the study of sounds and
how they work within their environment. A phoneme is the smallest unit of sound
in a given language that can be recognized as being distinct from other sounds
in the language. Phonological awareness is the understanding of the internal
linguistic structure of words. An important aspect of phonological awareness is
phonemic awareness or the ability to segment words into their component sounds.
§ Sound-Symbol
Association: This is the knowledge of the various
sounds in the English language and their correspondence to the letters and
combinations of letters which represent those sounds. Sound-symbol the
association must be taught (and mastered) in two directions: visual to auditory
and auditory to visual. Additionally, students must master the blending of
sounds and letters into words as well as the segmenting of whole words into the
individual sounds.
§ Syllable
Instruction: A syllable is a unit of oral or
written language with one vowel sound. Instruction must include the teaching of
the six basic syllable types in the English language: closed,
vowel-consonant-e, open, consonant-le, r-controlled, and diphthong. Syllable
division rules must be directly taught in relation to word structure.
§ Morphology: Morphology
is the study of how morphemes are combined from words. A morpheme is the
smallest unit of meaning in the language. The curriculum must include the study
of base words, roots, prefixes, and suffixes.
§ Syntax: Syntax
is the set of principles that dictate the sequence and function of words in a
sentence in order to convey meaning. This includes grammar, sentence variation,
and the mechanics of language.
§ Semantics: Semantics
is that aspect of language concerned
with meaning. The curriculum (from the beginning) must include instruction in
the comprehension of written language.
PRINCIPLES OF INSTRUCTION: How It’s Taught
§ Simultaneous,
Multisensory (VAKT): Teaching is done using all learning
pathways in the brain (visual/auditory, kinesthetic-tactile) simultaneously in
order to enhance memory and learning.
§ Systematic
and Cumulative: Multisensory language instruction
requires that the organization of material follows the logical order of the
language. The sequence must begin with the easiest and most basic elements and
progress methodically to more difficult material. Each step must also be based
on those already learned. Concepts taught must be systematically reviewed to
strengthen memory.
§ Direct
Instruction: The inferential learning of any
concept cannot be taken for granted. Multisensory language instruction requires
the direct teaching of all concepts with continuous student-teacher
interaction.
§ Diagnostic
Teaching: The teacher must be adept at
prescriptive or individualized teaching. The teaching plan is based on careful
and continuous assessment of the individual's needs. The content presented must
be mastered to the degree of automaticity.
§ Synthetic
and Analytic Instruction: Multisensory, structured language
programs include both synthetic and analytic instruction. Synthetic instruction
presents the parts of the language and then teaches how the parts work together
to form a whole. Analytic instruction presents the whole and teaches how this
can be broken down into its component parts.
Information adapted from "Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders" published by the International Multisensory Structured Language Education Council.
No comments:
Post a Comment
thank you for your post dyslexiamylife.org
info@theglp.org