A Proposed Theoretical Model of Literacy Learning Using Multisensory Structured Language Instruction (MSLI)

Multisensory Structured Language Instruction has been used for decades by clinicians and practitioners as an intervention for teaching students with dyslexia. Multisensory Structured Language Instruction uses the integration of multiple senses (visual, auditory, and kinesthetic/tactile) simultaneously to teach literacy. Although the anecdotal evidence for Multisensory Structured Language Instruction is strong, there is a lack of empirical evidence to support its effectiveness. In addition, Multisensory Structured Language Instruction includes the foundational skills recommended by the National Reading Panel (2000), but the use of multiple senses to teach these skills has not been thoroughly studied. This theoretical dissertation focused on one element of Multisensory Structured Language Instruction that has not been adequately explored in the literature. A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works differently from a typically developing brain. However, this research has mainly focused on the visual and auditory elements of learning to read. The kinesthetic modality has not been explored with respect to language learning disorders. This theoretical dissertation specifically examines the kinesthetic modality and offers a hypothesis as to why incorporating this modality into intervention may help some students with dyslexia. A literature review in the areas of dyslexia, Multisensory Structured Language Instruction, executive functioning, phonological awareness, attention, and learning disabilities was used to construct a theoretical model to explain the use of the kinesthetic modality for dyslexia intervention. Results are twofold: that Multisensory Structured Language Instruction is effective in teaching students with dyslexia because its pedagogy is grounded in methods supported by learning theory; and that use of the kinesthetic modality is useful for students who exhibit specific deficits in rapid automatic naming, a processing deficit underlying many students’ reading difficulties. The use of the kinesthetic modality improves rapid naming via attention and uses the teacher as a surrogate central executive. An intervention model was also constructed to triage students who would benefit from this intervention. Students with a single deficit in phonological processing only are treated with linguistically based interventions, while students with double-deficits in both phonological processing and rapid naming benefit from the addition of the kinesthetic modality. The electronic version of this dissertation is accessible at the OhioLink ETD Center, http://www.ohiolink.edu/etd

A Proposed Theoretical Model of Literacy Learning Using Multisensory Structured Language Instruction (MSLI)

Multisensory Structured Language Instruction has been used for decades by clinicians and practitioners as an intervention for teaching students with dyslexia. Multisensory Structured Language Instruction uses the integration of multiple senses (visual, auditory, and kinesthetic/tactile) simultaneously to teach literacy. Although the anecdotal evidence for Multisensory Structured Language Instruction is strong, there is a lack of empirical evidence to support its effectiveness. In addition, Multisensory Structured Language Instruction includes the foundational skills recommended by the National Reading Panel (2000), but the use of multiple senses to teach these skills has not been thoroughly studied. This theoretical dissertation focused on one element of Multisensory Structured Language Instruction that has not been adequately explored in the literature. A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works A vast amount of brain imaging research demonstrates how the brain reads and writes and how a brain with dyslexia works differently from a typically developing brain. However, this research has mainly focused on the visual and auditory elements of learning to read. The kinesthetic modality has not been explored with respect to language learning disorders. This theoretical dissertation specifically examines the kinesthetic modality and offers a hypothesis as to why incorporating this modality into intervention may help some students with dyslexia. A literature review in the areas of dyslexia, Multisensory Structured Language Instruction, executive functioning, phonological awareness, attention, and learning disabilities was used to construct a theoretical model to explain the use of the kinesthetic modality for dyslexia intervention. Results are twofold: that Multisensory Structured Language Instruction is effective in teaching students with dyslexia because its pedagogy is grounded in methods supported by learning theory; and that use of the kinesthetic modality is useful for students who exhibit specific deficits in rapid automatic naming, a processing deficit underlying many students’ reading difficulties. The use of the kinesthetic modality improves rapid naming via attention and uses the teacher as a surrogate central executive. An intervention model was also constructed to triage students who would benefit from this intervention. Students with a single deficit in phonological processing only are treated with linguistically based interventions, while students with double-deficits in both phonological processing and rapid naming benefit from the addition of the kinesthetic modality. The electronic version of this dissertation is accessible at the OhioLink ETD Center, http://www.ohiolink.edu/etd

Enactivism and ethnomethodological conversation analysis as tools for expanding Universal Design for Learning: the case of visually impaired mathematics students

Blind and visually impaired mathematics students must rely on accessible materials such as tactile diagrams to learn mathematics. However, these compensatory materials are frequently found to offer students inferior opportunities for engaging in mathematical practice and do not allow sensorily heterogenous students to collaborate. Such prevailing problems of access and interaction are central concerns of Universal Design for Learning (UDL), an engineering paradigm for inclusive participation in cultural praxis like mathematics. Rather than directly adapt existing artifacts for broader usage, UDL process begins by interrogating the praxis these artifacts serve and then radically re-imagining tools and ecologies to optimize usability for all learners. We argue for the utility of two additional frameworks to enhance UDL efforts: (a) enactivism, a cognitive-sciences view of learning, knowing, and reasoning as modal activity; and (b) ethnomethodological conversation analysis (EMCA), which investigates participants’ multimodal methods for coordinating action and meaning. Combined, these approaches help frame the design and evaluation of opportunities for heterogeneous students to learn mathematics collaboratively in inclusive classrooms by coordinating perceptuo-motor solutions to joint manipulation problems. We contextualize the thesis with a proposal for a pluralist design for proportions, in which a pair of students jointly operate an interactive technological device

THE ROLE OF HAPTICS FEEDBACK IN SUPPORTING THE LEARNING PROCESS FOR DYSLEXIC CHILDREN

This report discusses the research and project done on the chosen topic, which is The Role of Haptics Feedback in Supporting the Learning Process for Dyslexic Children. This project shows that haptics feedback and interaction can be used to support Dyslexic children in their education. The general objective of this project is to expose the Dyslexic children to the technology that can assist them in their learning process and to include the element of kinesthetic in the learning process of Dyslexic children by using haptic interaction/feedback technology. The literature review component discusses about all the research that the author had done prior to the pre-development and post-development of the project. It consists of all the information required in both building the software interface and understanding the hardware to be used. All the related elements such as the nature of Dyslexia, its symptoms and treatment, the methods used to teach Dyslexic children, haptic introduction and technologies are further discussed in detail. In the methodology section, the author discussed about the software development methodology applied in developing the project. The project phases are also being discussed in detail. Other than that, the author has also included a Gantt Chart as a development phase reference to ensure that the project is progressing perfectly according to plan. In the results and discussions section, the prototype development process and results together with the testing results will be discussed in detail. All the justifications are made clearly. In the recommendations section, the author lists some of the things that can be done to improve this project in the future. These things include to add more interactivity to the current prototype such as making games out of it or include sounds. Lastly, the conclusion section will discuss about the role of haptics feedback in supporting the learning process of Dyslexic children in overall, based on the results of the current project