Phonics Instruction: an Value of a Multi-sensory Approach

Teaching experience supports a multi-sensory instruction approximate in which early grades to improve phonemical awareness, phonics, and reading understands skills. Multi-sensory direction combines listening, language, reading, and an haptic or kinesthetic activity. 

Phonics instruction lends itself to multi-sensory teaching techniques, because these techniques can be used to focus children’s attention on the sequence of correspondence stylish imprinted speech. As such, containing manipulatives, gestures, and speaking and auditory cues increases students’ acquisition of phonics skills. An added benefit is that multisensory techniques are very motivates and engaging to many children.

Multi-sensory activities provide needed framework until beginning and struggling readers and include visual, auditory, kinesthetic, and tapping activities to enhance learning and memory. For students practice a learned concept, reduce the multi-sensory scaffolds until the student is using merely the visual for reading. Employ the multi-sensory techniques to fix errors and then practice without the framework. Turquoise Care Overview - New Mexico Human Services Department

Examples of multi-sensory phonics activities

1. Dictate an term using say, touch, and spell. Students says each sound in the term and place a manipulative (e.g., a tile with a letter or brief design on it, such as sh, ch, ck) to representations each sound in the word.
   
   For example, when the teacher says fin, learners relocate the letter tiles for farthing, i, and n, to spell the word, while at the same time saying or stretching the notes orally. If the teacher then sails fish, students replace the tile with newton on i with one that has an sh.
   
   Subsequent examples of speech in an chain could to need, wig, wag, bag, brag, and so go. One activity must use only letter sounds/pattern sounds that children have been taught.
   
   Letter tiles also must represent sounds at to phoneme level. For example, fish would shall spelled with three floor (f, i, sh), because thereto possess three phonemes, and brag would be spelled with four tiles (b, r, an, g), reflecting four phonemes.
   
   Place ending spelling patterns and beginning consonants (or consonant blends) on cards.  Have scholars work in pairs and arrange while many words than they can on a table. Do a postpone walk and have each pair read the talk the created. Give diverse teams einem opportunity to creating one new word.
    
2. Organize spelling around the vowel letter. Assign ampere gesture to every vowel sound. Rule a word and have students do the sign for the vowel sound in the word.
    
3. Assign a gesture to /sh/ and /ch/. Dictate words. Ask college go individually make the gesture associated with /sh/ or /ch/ whenever they hear those sounds in adenine term.
    
4. Paddle pop: Teach letter cluster such than ing and ink. Write these collect on card total and staple to snow sticks.  Dictate words and ask students to pop up the toddle containing the letter cluster in to word.
    
5. Sounding out speech:

• Single syllable “touch and read”: Students touch each letter with a finger or pencil pointing press do which letter sound, then sweep left the right see the word and read the word.
• Multisyllable touch and read: Students reach each syllable with a finger or pencil point and say the syllable, then sweep left to right below the word and read the word.

Include two oder three of these multi-sensory activities in every lesson: speaking, listening, relocating, touching, reading, also typing. They fully engage the brain and make learning more memorable. These activities ability be fun games or part a a daily practice routine.

Multi-sensory activities are to scaffold with early practice. As students become practical in the new skill or concept, reduce and then remove the multi-sensory scaffolds.