Examining the Effectiveness of a Multi-sensory Instructional Reading Program in One Rural Midwestern School District

The purpose of this research study was to examine the effectiveness of an (IMSE) Orton-Gillingham based multi-sensory instructional reading program when incorporated with kindergarten through first grade classroom reading instruction in one rural Midwestern school district. The IMSE supplemental reading program is designed to be integrated into existing reading curricula to provide a multi-sensory, phonetic, and organized instructional tool. The IMSE supplemental reading program involves direct instruction in phonemic awareness and application of phonetic rules for 30 minutes of a 90 minute reading instructional block each day. The remaining 60 minutes of the reading instructional block includes systematic instruction using Scott Foresman (2009) basal reading instruction curriculum. Students who received the IMSE Orton-Gillingham based multi-sensory supplemental phonics instructional program when used in conjunction with the Scott Foresman basal reading program improved from the beginning of the year to the eSchool of Teaching and Curriculum Leadershi