The IMSLEC Record Volume IX, Number 2 Fall 2006

September 15, 2006 ~ A Day of First’s It was a sunny day in Texas And all through the school The purpose of IMSLEC is to The nerves were a-jitter accredit training courses for the professional The finger nails a-chew preparation of the Multisensory Structured Language Education specialist. IMSLEC The candidates were sitting all quiet in their chairs is committed to quality training of the In hopes that their knowledge would all be there. MSLE clinicians and teachers, establishing standards and criteria of excellence for the This was the scene at the Shelton School and Evaluation Center, home programs it accredits. of the Shelton MSL Training Course in Dallas, Texas on September 15, There are currently 31 accredited training 2006. This was an important and historic day for many reasons. It was courses with 81 locations throughout the the: United States. A full description of the Ac- creditation Process and an Application can First time a training course that was not previously accredited by the be found on the IMSLEC website, www. former ALTA Centers Council offered the official Alliance Nation- imslec.org. al Registration Exam; First time that the Teaching Level of the Alliance National Registration Exam was administered; 2005 - 2006 Board of Directors First time that both the Teaching and Therapy Level of the Alliance Kay Allen, M.Ed., CALT National Registration Exam were offered at the same time; and the Karen Avrit, M.Ed., CALT First time that individuals from a variety of training courses sat for Mary Farrell, Ph.D. the exam at the same time. (There were representatives from the Marcia Henry, Ph.D. DuBard School, from the Shelton SEE training, and several from Maureen Martin, Ph.D. courses that derive from Alphabetic Phonics.) Phyllis B. Meisel After working for two years on the exam , September 15th was a Michael Minsky milestone day for IMSLEC, ALTA and for the Alliance. This testing Claire D. Nissenbaum, M.A. opportunity was collaboration Mary E. North, Ph.D. in action and the product of Joyce S. Pickering, Hum.D. many hours of hard work Sylvia Richardson, M.D. for the registration exam Marjory Roth, M.Ed. Valerie G. Tucker, M.Ed., CALT committee members. Karen S. Vickery, Ed.D. Nancy Cushen White, Ed.D. Nancy Coffman, M.Ed., CALT Fall 2006 Page 

A Message from the President ~ IMSLEC will be well represented at the IDA Con- ference in Indianapolis. Representatives from IMSLEC Dear Friends, accredited courses will present in 20+ sessions. The I am excited to report that IMSLEC is growing. IMSLEC presentation will be included in the Alli- We are growing not only in numbers, currently 86 sites ance session-F61-on Friday, November 10 from 10:45 including satellite sites, but also in recognition in the – 12:15. The session title is The Alliance for Accredita- field of multisensory structured language education. Our tion and Certification of Structured Language Educa- reputation for high standards in accreditation has re- tion, Inc.: Consistency of Standards Within a Variety sulted in many new applications from a variety of courses of Programs. I hope to see many of you at this session. throughout the continental US and beyond. Please also visit the Alliance booth at the con- Hours of cooperative work between profession- ference. ALTA, IMSLEC, and The Alliance will all be als in a variety of training situations have resulted in together and we will have a variety of handouts as well as standards that have been refined and updated over the CEU forms available at the booth. Copies of the IMSLEC past 10 years. These standards have always reflected the newsletter will be available both at the booth and in each basic belief that high standards are attainable at several conference attendee’s bag. levels and must be realistic for the populations served by IMSLEC remains an enthusiastic supporter of the our accredited courses. Countless teachers, therapists, Alliance. We feel that it is essential for the public to un- and students have benefited from the excellent training derstand the importance of high standards in accreditation and services offered by the IMSLEC courses and their and certification. The Alliance organization brings these graduates. standards together for the benefit of individuals seeking highly qualified professionals in the field of teacher IMSLEC Board Meeting Agenda training and direct services to children and adults with Tuesday, November 7, 2006 and related disorders. 6:30 p.m. Light Buffet Supper All of our committees have been working to ensure 7:00 Call to Order/Introductions Valerie Tucker Announcements that the organization runs smoothly. Rumor has it Approval of Agenda that Member Services has planned some surprises for Verification of Quorum our Board and Council meetings in November. Our Approval of Minutes progress would not be possible without the help and 7:10 President’s Report Valerie Tucker 7:15 Treasurer’s Report Kay Allen support of all of you. Special thanks to Marty Cooley • Dues increase proposal who keeps us in line and is invaluable to the smooth 7:40 Committee Reports operation of this organization. Accreditation Karen Avrit • Vote on new programs The IMSLEC Board will meet at 7:00 pm on Bylaws Kay Allen Tuesday, November 7 in Indianapolis. The Council Colleges/Universities Karen Vickery will meet on Wednesday, November 8 from 1-5. Research Shary Maskel Ethics Phyllis Meisel This is a change from our Saturday meeting date as Development Joyce Pickering so many members of our Council present sessions on Member Services Laurie Wagner Saturday. Publications Jean Neville/ Nominating Karen Vickery Thank you all for all that you do for IMSLEC. See Report from ALTA Nancy Coffman you in Indianapolis! Report from IDA Nancy C. White Report from Alliance Valerie Tucker Sincerely, 8:30 Break Valerie Tucker 8:45 Unfinished Business New Business November 7, 2006 9:00 Recess of Board Meeting

A non-profit 501(c)(3) corporation established in 1995 Page  The IMSLEC Record

Word Finding Difficulties & : SLANT System®’s Summer Course

During July, teachers certified in the SLANT System® for ing and spelling activities that will allow students with Structured Language Training participated in a two-day word finding difficulties to demonstrate their knowl- course titled Word Finding Difficulties and Their Rela- edge while not taxing their retrieval. ® tionship to Reading. Each summer, SLANT offers an Participants learned ways to redesign their SLANT® les- advanced training course for its certified teachers. sons incorporating word-finding friendly strategies such as multiple choice, pointing, the use of decoys, and the This summer’s class generated a good deal of interest. importance of silent reading (WFIP-2, German, 2005). Approximately 30 teachers returned to the SLANT® class- There was also a lively discussion regarding the appro- room to learn about Child Word Finding Difficulties and priateness of fluency activities for students with word how they impact a student’s ability to read accurately and finding difficulties. Participants ended the class dis- fluently. cussing ways to incorporate their new knowledge into Marsha Geller, SLANT®’s author, developed the course their daily work and promising to share this important after collaborating with Child Word Finding expert Diane information with their colleagues. German, Ph.D. Dr. German’s model of child word find- Next summer’s advanced class will be presented by a ing provided the theoretical base for the class. Class par- speech and language pathologist and cover the relation- ticipants discussed not only the word finding difficulties ship of speech and language development to reading, of their students, but shared their own experiences with spelling, and writing. faulty retrieval. After the theory, the majority of class Marsha Geller is the Director of SLANT System® for Structured time was devoted to rethinking ways to present read- Language Training in Buffalo Grove, IL. For more information about their training, contact Ms. Geller at gellereducational@yahoo. com.

Associate/Teacher Level Added to ALTA Membership Individuals who successfully completed the exam on September 15 are now eligible to become members of ALTA. As a result, ALTA has added to its memberships: 4 new Qualified Instructors, 20 new Certified Academic Language Therapists (CALT’s), and 24 new Associate/Academic Language Teacher level members.

These Associate/Academic Language Teacher level members are the first members at that level in the history of ALTA! As ALTA members these individuals broaden the breath of experience in ALTA and expand the membership. As these individuals make an impact in their community, others will want the training that they have received and in turn strengthen IMSLEC. What a wonderful “vicious cycle” to promote! The ALTA board is very appreciative of the support that the Shelton MSL train- ing Course has offered by hosting the Alliance National Registration Exam. We encourage all IMSLEC courses to host the exam for their graduates. Contact ALTA President Nancy Coffman or the national office (972-233-9107, ext 201) for more information on how to set up a testing opportunity.

Penny Bigbie, CALT, (center) con- gratulates new ALTA members Mary Gilbert and Wilna Durham. The International Multisensory Structured Language Education Council Fall 2006 Page 

Popular MSLE Video Series Now on DVD LD-LA, Learning disAbilities, Learning Abilities, is ways, with students from a range of communities and a popular researched based six tape video series to schools, how children can make the difficult leap from help improve the teaching of all students at risk of not speaking to reading, writing and spelling when good learning to read or do math. explicit, multisensory, systematic teaching, based on lan- guage structure happens. Professionals reviewing these The series, now in its ninth year of circulation, has got- tapes have made the point that all classroom teachers ten a phenom- enal response from thousands should understand and engage in this kind of teaching. of educators around the country. Dr. Judith Birsh, a major consultant The series are the only video programs listed by the Cali- on these tapes, calls fornia Reading Initiative as a resource for teachers who LD-LA, “a fine need to pass competency tests for the teaching of reading. introduc- tion (www.rica.nesinc.com/RC_bibliography.asp) to scientifi- cally LD-LA, Learning disAbilities-Learning Abilities is now based reading instruc- available on DVD. The complete series with guide is tion.” $399.75 (plus s/h) but for those schools and educators who have purchased this series on vhs, the DVD series is She also notes that the research on being offered by the producers, Vineyard Video Produc- the tapes, with their “ vivid examples of tions, at the special price of $250 (plus s/h). For more multisensory structured lan- guage teaching in information go to www.vineyardvideo.org or call Marjory action,”reinforces the information in her book, Mul- Potts at 1-800-664-6119. tisensory Teaching of Basic Language Skills (Brookes Publishing). The tapes are most useful in showing teachers how successful children can be if they are taught systemati- cally about the structure of the language. Marilyn Jager Educating students in grades K-12 with Learning Disabilities/ADHD since 1977 Adams, a featured participant in the series, has said that “for those of us involved in teacher education, they are a godsend.” Many teachers, who are trying to bring the message to their schools that systematic mul- tisensory instruction works, have said these tapes are most helpful because of how clearly they illustrate the teaching of reading to children with language process-

ing problems. • Professional Development Programs for Teachers and School Reid Lyon, another star of the series, showed them to Administrators members of Congress when he was the Learning Dis- • Certification available in The Hill Center’s PREP Program, a multisensory language methodology, accredited by IMSLEC abilities Chief at the NICHD, to help them understand the NIH’s research and conclusions on the teaching of • Customized workshops and consultations reading. Other experts include Louisa Moats, Martha • Nationally-recognized K-12 school for students with LD/ADHD Denckla, Joyce Steeves, Barbara Wilson and many fine • Accredited by the Southern Association of Colleges and Schools classroom teachers and students. LDLA emphasizes and the NC Department of Public Instruction common sense, not ideology. It demonstrates in lively Call (919) 489-7464 for more information 3200 Pickett Road • Durham, NC 27705 • www.hillcenter.org A non-profit 501(c)(3) corporation established in 1995 Page  The IMSLEC Record

IMSLEC Council Meeting Agenda The Alliance for Accreditation & Certification of Structured Wednesday, November 8, 2006 Language Education, Inc. 1:00 pm Call to Order/Introductions Valerie Tucker The Alliance will be well represented at the IDA Announcements Conference in Indianapolis. There will be two Al- Awarding of Certificates liance presentations on Friday, November 10. We IMSLEC Innovator Awards hope to see many of you there! Etoile DuBard Award for Excellence F61 - 10:45-12:15 -The Alliance for Ac- Approval of Minutes Mary North creditation and Certification of Structured Language Education, Inc. :Consistency of Treasurer’s Report Kay Allen Standards Within a Variety of Programs • Dues increase proposal F70 - 12:30-1:30 - Alliance Exam Prepara- Board Meeting Report Valerie Tucker tion: A Review Course for MSLE Teachers Bylaw Report and Motions Kay Allen and Therapists Accreditation Committee Report Karen Avrit Kay Peterson has designed and produced a beauti- 2:30 pm Break ful new brochure. Please look for it in the Alliance Booth in Indianapolis. 3:00 pm Nominating Committee Karen Vickery • Election of Board Members The Alliance Scholarship program is continuing for the 2006-07 training cycle. Please see our website Alliance Report Valerie Tucker for a downloadable application. Applications will IDA Report Nancy C. White also be available at the booth in Indianapolis. ALTA Report Nancy Coffman Our website is up and being updated regularly 4:00 Meeting Adjournment thanks to Nancy Coffman and Dawn Williams. Please remember to send all additions and correc- tions to Nancy at [email protected]. The Standards and Competencies Committee chart as well as the Colleges and Universities database SHELTON SCHOOL & EVALUATION CENTER are downloadable on the website. The CD Directory of Accredited Training REGISTER NOW FOR COMING NEXT Courses and Certified Individuals is being sent DYSLEXIA AND free of charge to anyone requesting a current CHOICES CD. CD’s will once again be offered to the RELATED DISORDERS: (A PROGRAM IN SOCIAL SKILLS) first 150 people who visit the booth in India- ORGANIZATION napolis. AND STUDY SKILLS The Alliance Registration Exam is now be- ing offered at both the Teaching and Therapy AN E-TRAINING COURSE IN For more information, contact Levels. We have had excellent response since MULTISENSORY STRUCTURED Shelton’s Outreach Department the exam was first administered on June 3, LANGUAGE EDUCATION 2006. Please contact Suzanne Carreker, ALTA Approved for CEU’s by 972.774.1772 Ext. 223 Exam Chair, with any questions about the ALTA and IMSLEC exam. You can reach Suzanne by email at [email protected]. 15720 HILLCREST • DALLAS, TEXAS 75248 • www.shelton.org

The International Multisensory Structured Language Education Council Fall 2006 Page 

Exhibit Booth Be sure to stop by the IMSLEC Exhibit Booth at the IDA Con- ference in Indianapolis. The booth number is 526. Our booth is next to the Alliance with ALTA on the other side of the Alliance. Thanks to the following IMSLEC Council representatives who have volunteered to sit a while at the booth on Friday and answer SRLC PROVIDES: questions by conference participants. I’m sure they would welcome help from others v An intensive Orton-Gillingham based curriculum to stu- who can stop by, even if for only a short dents diagnosed with dyslexia, ages seven through twelve, at no charge to the family through the generosity of the time. Scottish Rite Masons. Alice Marcel 10:00 – 11:00 v The required courses and workshops for educators to Gayle Smith 10:45 – 11:45 become Certified Academic Language Therapists at an Kay Allen 10:30 – 1l:30 IMSLEC accredited center. Shary Maskel 11:30 – 12:30 v Low-cost educational evaluations for dyslexia to children Karen Avrit 12:30 - 1:30 ages 6-18. Marjory Roth 1:00 - 2:00 v Referral and resource services for parents and profes- Mary Farrell 2:00 - 3:00 sionals. Laurie Wagner 3:00 - 4:00 Marsha Geller 4:00 - 5:00 Check out our WEBSITE for details about all of our programs and schedules www.ScottishRiteLearningCenter.org

For additional information, contact: Linda Gladden, Executive Director Email: [email protected] Phone: (512) 472-1231 • FAX: (512) 326-1877

Fairleigh Dickinson University Hosts 7th Annual Graduation On May 24, the Orton Gillingham Dyslexia Specialist Training Course, at Fairleigh Dickinson University, hosted its 7th annual graduation. Thirty teachers were awarded certificates at the teach- ing level. The class picture was taken outside of the “Mansion”, the summer home built by the Twombley Family in the late 1800’s, on what has now become FDU’s Florham NJ Campus.

A non-profit 501(c)(3) corporation established in 1995 Page  The IMSLEC Record

IMSLEC-Accredited MSLE Training Courses Organization Course Author of MSLE Unique Features Levels Courework Practicum Approach Hours Hours 32° Masonic Learning Cen- 32° Masonic Learning Cen- Anna Gillingham & • Yearly progress assessment, data collection Teaching / 45 / 100 ters for Children, Inc. ters for Children, Inc. Bessie Stillman / & analysis Instructor 155 900 Lexington, MA Phyllis Meisel / • No cost to trainee or child tutored dwinters@supremecouncil. David Winters • Training conduc•ted at 50+ learning centers Advanced org in 15 states 45 300 Atlantic Seaboard Dyslexia MSLE Program in Sandra Dillon • Courses stress language, verbal conceptual Teaching / 135 / ? Education Center Dyslexia Education Marilyn Reif-Zecher thinking & structured procedures for mastery Instructor 225 Rockville, MD Claire Nissenbaum • Follows Orton’s philosophy and psychology of [email protected] education for the LLD learner Therapy / 225 / • Simultaneous multisensory techniques Instructor 270 Binghamton Fellowship Simultaneous Multisensory • Contact course director Rosemary Williams Foundation Institute of Language Arts for specific information about this course. Memphis, TN [email protected] Brighton School Multisensory Structured Charles Shedd • Memory board Teaching / 45 / 670 - 1270 Baton Rouge, LA Language Arts (SLA) Educa- • Reading/writing remediation across the Instructor 135 (2 years) gsmith@thebrightonschool. tion Course curriculum org • Assistive technology Carolina Day School Key Learning Center • Contact course director MaryAnna Phillips for Asheville, NC specific information about this course. [email protected] Farleigh-Dickenson Uni- Orton Gillingham Dyslexia Jean Osman • Advanced language systematic corrective Teaching / 98 100 versity Specialist Training Course Paula Rome feedback and review Instructor 348 900 Teaneck, NJ Arlene Sonday [email protected] Mary Farrell Therapy / 326 700 Instructor 348 2100 Fundamental Learning Academic Language Therapy Aylet Cox • Alphabetic Phonics plus NIH research-based Teaching 92 60 Center, Inc. Training Course Jeanine Phillips components Wichita, KS Kay Peterson [email protected] Barbara Fox Therapy / 224 700 Instructor 224 + 448 2100 Geller Educational Re- SLANT System® for Struc- Marsha A. Geller • Extensive materials to support curriculum Teaching / 45 / 60 sources, Inc. tured Language Training • Adaptable to whole class, small group or Instructor 135 900 Buffalo Grove, IL individual iinstruction gellereducational@yahoo. com Gow School Reconstructive Langugage Peter V. Gow, etal • A phonetic/morphologic approach that Teaching / 90 12 - 16 / South Wales, NY Teacher Training stresses phonics, spelling, vocabulary Instructor 175 30 [email protected] development, reading fluency and reading comprehension Greenhills School Orton Multisensory Samuel T. Orton • Simultaneous VAKT emphasis on the Teaching / 45 60 Winston-Salem, NC Structured Language June Lyday Orton kinesthetic Instructor 90 900 [email protected] Teacher Training Program at Greenhills Greenwood Institute Greenwood Institute Training Guided by Louisa • Guidance of Dr. Moats Teaching / 140 9 months Putney, VT Moats; based on a • Instructors also involved with teaching kids Instructor 90 [email protected] multisensory OG and structure of language approach Hardman & Associates The Hardman Technique Patricia K. Hard- • Memory Board Teaching / 70 150 Tallahassee, FL man, Ph.D. • Comprehensive emphasis Instructor 160 900 [email protected] • Training materials / 10 student texts

Hill Center PREP Modified Orton • Multisensory program with assessment Teaching 45 60 Durham, NC Gillingham manual & word lists Instructor 135 900 [email protected] Hill Center Staff • Charting and graphing to record student progress Therapy 200 700 Instructor 1600

Continued on pages 9 and 10 The International Multisensory Structured Language Education Council Fall 2006 Page 

Organization Course Author of MSLE Unique Features Levels Courework Practicum Approach Hours Hours Knight Education, Inc. Starting Over Joan R. Knight • Phonemic awareness, decoding,vocabulary, Teaching 116 100 New York, NY spelling, writing, handwriting, comprehension Instructor 232 1400 [email protected] for whole class, one-to-one • Accompanying textbook: Starting Over 228 700 456 2800 Literacy Education & Aca- LEAD Aylett Cox • Multisensory spelling program Teaching 116 100 demic Development, Inc. Valerie Tucker • Inclusion of TSRH curriculum components Instructor 232 1400 Argyle, TX Texas Scottish Rite [email protected] Hospital Therapy 228 700 Instructor 456 2800 Massachusetts General Language Training Course- Anna Gillingham Contact Course Director, Phyllis Meisel , for Teaching Hospital Orton Gillingham & Bessie Stillman specific details on this course. Instructor Boston, MS /Phyllis Meisel [email protected] Multisensory Language Train- Sounds in Syllables Multisen- Sandy Dillon • Intensive therapy model ensures success for Teaching 120 60 ing Institute of New Mexico sory Structured Language the most severely involved Instructor 240 1400 Albuquerque, NM Therapy • Strong motor-skill learning component [email protected] Therapy 200 200 Instructor 400 2100 Neuhaus Education Center Dyslexia Specialist Prepara- Basic Language • Comprehensive literacyapproach with at- Therapy 200 700 Houston, TX tion Program Skills / tention to phonological awareness, phonics, Instructor 325 1600 [email protected] Suzanne Carreker fluency, vocabulary, comprehension, and composition throughout the curriculum Payne Education Center Alphabetic Phonics Therapist Aylett Cox • Original Alphabetic Phonics curriculum Therapy 200 700 Oklahoma City, OK Training revised to include phonological awareness Instructor 400 2100 alice@payneeducation and fluency center.org Reading & Language Arts Phonics First Evelyn Peter • Designed with flexible programming for indi- Teaching 54 60 Centers, Inc. Laurie Wagner vidujal, small group and classroom instruction Instructor 145 900 Bloomfield Hills, MI RLAC [email protected] Scottish Rite Learning Center Lena W. Waters Memorial Aylett Cox • TSRH Curriculum Therapy 204 700 of West Texas Therapist Training Program Texas Scottish Rite • Cursive Handwriting Instructor 408 2800 Lubbock, TX Hospital [email protected] Scottish Rite Learning Center Cur- Karen AVrit • Multisensory instruction of grapheme/pho- Therapy 200 700 of Austin riculum Texas Scottish Rite nemes; fluencdy and comprehension compio- Instructor 400 2100 Austin, TX Hospital nents added to the daily lesson cycle lgladden_srlcd@sbcglobal. net Shedd Academy Shedd MSL Training Dr. Paul L. Thomp- • Intensive updates to multisensory instruc- Teaching 45 50 Mayfield, KT son tion based upon original works by Charles Instructor 105 900 [email protected] Shedd’s APSL SheltonSchool Shelton MSL Training Course Charles Shedd • Memory board Teaching 45 60 Dallas, TX Joyce S. Pickering • Auditory Discrimination & Memory Instructor 135 900 [email protected] • Cursive Handwriting Therapy 200 700 Instructor 2100 Slingerland Institute for Slingerland® Multisensory Beth Slingerland • Slingerland Screening Tests Teaching Literacy Structured Language Teacher • Integrated instruction with strong handwrit- Instructor Bellevue, WA Training Course ing component, vocabulary and language [email protected] comprehension component SMU Learning Therapy Learning Therapist Certificate Aylett R. Cox • Structures of written Enclish Therapy 270 700 Program Program / Certificate of Ad- • Multisensory teaching methods Instructor 270 700 Dallas, TX vanced Studies in Instruction • Sequential procedures for teaching written [email protected] & Administration language skills and learning strategies Southwest Academy Southwest Multisensory Aylett Cox • 2006 Dyslexia Training Manual for Therapy/ Therapy 200 820 Allen, TX Training Center Texas Scottish •Instructor Levels Instructor 400 2800 [email protected] Rite Hospital for • Written expresison component Children Beverly Dooley, Ph.D. A non-profit 501(c)(3) corporation established in 1995 Page 10 The IMSLEC Record

Organization Course Author of MSLE Unique Features Levels Courework Practicum Approach Hours Hours Spalding Education Inter- The Spalding Method Romalda B. Spalding Marking System connects speech to Teaching 90 600 national Spalding print Instructor 90 600 Phoenix, AZ Integrated spelling, writing, reading lessons [email protected] Stratford Friends School Multisensory Reading Contact Course Director Sandra Howze for [email protected] Instruction specific information about this course. Teachers College Columbia Multisensory Teaching of Contact Course Director, Mary C. Hercus Rowe, Therapy New York, NY Basic Language Skills for specific information on this course Instructor [email protected] Texas Scottish Rite Hospital Texas Scottish Rite Hospital Take Flight Multisensory introduction of praphemes & Therapy 200 700 for Children for Children Texas Scottish phonemes Instructor 500 2100 Rite Hospital for Phonemic awareness, fluency & comprehension Children components integrated into lesson cyele University of So. Mississippi The Association Method Contact Course Director Maureen K. Martin for DuBard School for Language specific information about this course. Disorders [email protected]

Greenhills School Training Literacy Education & Academic Winston-Salem, NC. Greenhills School finished Development, Inc./LEAD its recent training graduating three new instruc- Argyle. tx. This was a great summer at LEAD. We had an tors. Pictured below are (l) Clara Yarbro and (r) enthusiastic Introductory Class and an Advanced Class with Anne Glenn. Not pictured is instructor Evelyn Horton. many hours of practicum experience. The trainees represented independent school districts, private schools, and several who are going into private practice. Results are in from the Alliance Exam. All of the graduates from the spring class took the exam and LEAD is proud to announce that our graduates did well and have earned the title Certified Academic Language Therapist (CALT). Several seminars are planned for this coming school year includ- ing a “field trip” to Texas Scottish Rite Hospital for Children and The June Shelton School in Dallas. Guest speakers this year include Geraldine Miller who is the Chair of the Texas State Additional Board of Education. Instructors Once again LEAD will be represented at the IDA Conference. of Teaching at Greenhills Valerie will chair a half-day session especially for Indianapolis School in- public school teachers on Thursday. We will also be represented clude on the in the Alliance presentation on Friday. We look forward to back row (l) visiting with many IMSLEC and ALTA members at various to (r) Amy sessions throughout the conference. Rominger, Ro- berta Michal, LEAD continues to offer community support through presen- Evelyn Horton, tations to parent groups in the area. Parents frequently check and Marjory out books and videos from LEAD in order to further their Roth. On the front row are understanding of dyslexia and related disorders. We remain students (l) to committed to serving parents, students, and schools with high (r) Katherine quality training reflecting the standards set by all participating Postma, Kelly organizations in The Alliance. Young, and Annie Young.

The International Multisensory Structured Language Education Council Fall 2006 Page 11

Simultaneous Multisensory Strategies in Learning Joyce S. Pickering, B.S., LSH/CCC, M.A. Shelton School & Evaluation Center

As early as Plato and Aristotle teachers have recognized that child the auditory information of the world may be too fast or learning takes place through the senses. The sights, sounds, difficult to discriminate even though hearing acuity is within smells, tastes, and textures of the world bombard the brain of normal limits. The sounds of tones that most four or five year the infant enhancing the creation of the neural network with olds can explore and learn to match are not judged correctly which the human being processes the vast amounts of sensory by this at risk child. The sounds in words being spoken to information that surround each individual. him may be perceived inaccurately. For him “red” is “wed,” Piaget, Montessori, and others investigated early development “sun” is thun.” He cannot easily understand others and they in children, those developing along the average milestones cannot easily understand him. Attaching meaning to words and those with delays. Montessori, Itard, and Seguin took and remembering these meanings may be faulty. Language particular interest in the development of the child in the first development is delayed or disordered. Both verbal and non- five years of life. In normal development they noted that sen- verbal communication may be faulty. Unable to communicate sory perception moved from gross discrimination to finer and easily, relationships with other children and adults are hindered. finer discrimination of subtle differences in shape, size, color, Social skill problems develop. tone, pitch, weight, texture, variations Visual processing of shapes may be in smell and taste. inaccurate. Instead of moving toward In children developing within normal Pre-school children who are at risk for finer and finer discrimination of small limits, the ability to discriminate sen- learning differences usually demon- differences in shape, the child remains sorial information increases; percep- strate weaknesses in coordination, at a lower level of development and tions of this data are accurate. As the language, attention, and percep- accomplishes only gross differences. perceptions are formed, adults in the tion. ~ Sylvia O. Richardson, M.D. This child has a challenge that will environment attach language to these affect discriminating one letter or perceptions. The persons around the word from another. Learning the child label objects and people for the youngster. Then they alphabet, mastering reading, spelling begin to add descriptive words and talk about the purposes of and writing are affected and do not proceed as average for the an object. For example, “This is a ball. Show me your ball. kindergarten or first grade student. Frustration often causes What is this? The red ball is pretty. Bounce the ball. Throw behavioral reactions of anger, withdrawal, or clowning. Self- the ball.” esteem is usually reduced.

If the child’s auditory perceptual systems are perceiving the Pre-school children who are at risk for learning differences sensory and linguistic information accurately, the world is per- usually demonstrate weaknesses in co-ordination, language, ceived realistically. Learning to listen, understand, and imitate attention, and perception (Richardson, 1987). These children will proceed to receptive and expressive language skills. The may have visual and auditory perceptual integration dysfunc- child begins to talk and communication grows through verbal tions which lead to oral and written language deficits (reading, and non-verbal means. The child can form relationships with writing, spelling). Their brain is anatomically and functionally adults and other children. different; not abnormal, just different (Sherman, 2004). There- fore, these individuals process more slowly and inaccurately Contrast this normal development with the child who has inac- than the average student. The cause of their processing disorder curate, immature, or disordered perceptual systems. For this

A non-profit 501(c)(3) corporation established in 1995 Page 12 The IMSLEC Record is the inaccurate perception of sensory information and the result For the student whose auditory and visual processing is a is a since oral and written language require the weakness, therapists use all other senses whenever possible as precise interpretation of visual and auditory information, and the therapeutic strategies to foster the dysfunctioning areas. Just as integration of that information in the complex skills required in a physical therapist uses braces or therapeutic techniques to help language mastery and usage. a person learn to do a task that others with average co-ordination The rationale for using multisensory strategies with at risk and perform with ease, so the teacher or therapist of multisensory learning different students is to use all of the senses to help clarify structured language must use all sensory systems to support the the student’s perceptual confusions. For example, a student who dysfunctioning systems. has difficulty learning to form a letter by looking at it, usually finds Multisensory Structured Language Education (MSLE) is char- that his visual processing is assisted by tactation and kinesthesis. If acterized by the simultaneous use of multisensory strategies for the person can feel the sensation of tracing the letter on a textured teaching the structure of the English language. Practitioners surface and feel the movement of his muscles when making the strongly believe in the efficacy of bolstering learning of the letter, the dysfunctioning visual sense can be augmented by the structure of written language, particularly for learners with other two senses. dyslexia, through involving multiple senses in new learning and In an article entitled Visually-and Motor-Based Knowledge of review activities. Letters: Evidence from a Pure Alexic Patient, published in Neu- A study was conducted in 2004 by Mary L. Farrell, Ph.D., Joyce ropsychologia 40 (2002), a patient is described whose reading S. Pickering, Hum.D. and Carl Schavio, Ph.D., in an attempt to was impaired as a consequence of a left temporal-parietal lesion, identify the core group of multisensory strategies which teach- although writing was relatively preserved. The patient claimed to ers in MSLE training courses are instructed to use in teaching have been unable to mentally visualize letters and words. Visual children with dyslexia. The purpose of the study, specifically, mental imagery for orthographic material was found to be severely was to define the visual, auditory, kinesthetic, and tactile sensory impaired. However, performance on the same tests was dramati- strategies used most extensively in teaching the components of cally improved by allowing the patient to trace each item with his an MSLE lesson, i.e., phonology, sound/ symbol association, finger. The pattern of dissociation shown by the patient between syllables, morphology, syntax, semantics. impaired visual mental imagery and relatively preserved motor- based knowledge for orthographic material lends support to the The project consisted of three stages: 1) articulation of the view that separate codes, respectively based on visual appearance multisensory strategies by senior clinicians (Table A, pg 17); and on motor engrams, may be used to access knowledge of the 2) construction and administration of a survey for assessing use visual form of letters and words (Bartolomeo, 2002). of these strategies within MSLE teacher training programs and analysis of results; and, 3) identification of a core group of strat- If a child cannot discriminate one sound from another, strategies, egies rated as systematically used for all learners. An analysis which include watching a therapist’s mouth, watching his own was conducted in which a core group of multisensory strategies mouth in a mirror, and feeling the placement and movement of was identified, i.e, strategies rated by 60% of the respondents teeth, lip, and tongue will assist the child to hear, feel and articu- or more as systematically used for all children (Table B, pgs 18- late the sound. In this example, the visual, tactile and kinesthetic 19). In 2002 Brown University student David Flink designed an senses give additional information to the auditory sense, which experiment to test specifically whether multisensory instruction will enable the student to make a sound. is effective in the remediation of phonemic disabilities seen

The International Multisensory Structured Language Education Council Fall 2006 Page 13

in dyslexic learners. Twenty-four third-grade students (half were compiled, averaged, and the standard deviations for each of whom were dyslexic) were divided into two groups. One group were calculated. These scores are shown in the tables below. group received visual / auditory instruction. The second group The means represent the percentage of correct responses: received visual / auditory instruction as well as tactile-kines-

thetic / interpersonal (multisensory) instruction. Writing Average Scores Students in the visual / auditory group were shown a series of Visual / Multisensory Auditory 11 symbols on index cards. Simultaneous with the presenta- Non-dyslexic 73 (SD=17) 92 (SD=8) tion of each symbol, the sound that the symbol represented Dyslexic 47 (SD=15) 85 (SD=10) was verbalized. The cards were reviewed three times in this *Numbers represent percentage correct manner before they were tested. The subject’s task was to (N) for each cell / group is 6 participants SD = Standard Deviation learn the association. They received directions to rely on their visual / auditory learning abilities to retain the association and Reading Average Scores to not speak. Visual / Multisensory Auditory The instructions for the visual / auditory / tactile-kinesthetic / Non-dyslexic 80 (SD=17) 93.3 (SD=5) interpersonal (multisensory) group included that of the visual Dyslexic 50 (SD=20) 80 (SD=17) / auditory group. Those in this group were also given a piece *Numbers represent percentage correct (N) for each cell / group is 6 participants of paper; they were instructed to say each sound back and also SD = Standard Deviation write the symbol on the piece of paper while saying it. They reviewed the cards three times in this manner before they were Each multisensory structured language approach employs a tested. Both groups had approximately four to eight seconds highly organized analysis of the English language for a student. of exposure to each symbol. They proceed from simple to complex patterns of the language;

Next, identical tests were given to each participant (for both from greatest contrast to finer and finer differences, from simple groups). The first test was a reading test; the participants had to word patterns to more complex. In each multisensory structured read out loud a list of 10 words written in the system of novel language approach the content includes phonology, phonological symbols (some familiar English words and others nonsense awareness, sound/symbol association, syllable types and patterns, words). The order of English / nonsense words was random. morphology, syntax, and semantics. The synthetic/analytic tech- The second test was a spelling test. The participants had to niques in multisensory structured language approaches include record 10 one-syllable words (real and nonsense) on a piece of simultaneous multisensory strategies, which are systematic and paper written in the novel symbolic alphabet. These tests were cumulative; direct instruction; and employ diagnostic teaching, graded in the same way any reading or writing tests would be working toward automaticity. graded: in the reading test, if a word was mispronounced, it All multisensory structured language approaches consider the was considered incorrect; in the spelling test, if the word was content and principles of instruction as integral parts of effective misspelled by even one symbol, it was considered incorrect. remediation. The research provided by Samuel T. Orton and many

To determine if the multisensory component of the Orton Gill- others describing the characteristics of language disorders have ingham instructional system had any bearing on the participants’ resulted in the practice of the multisensory structured language abilities to learn these phonemic associations, their test scores approaches.

A non-profit 501(c)(3) corporation established in 1995 Page 14 The IMSLEC Record

Continued from Pg 13 Research has shown that the brains of these individu- als process information differently, Orton’s findings explain. In teaching someone whose brain works differently, the teacher or therapist must match the type of instruction to the individual’s learning style and type of disability. The closer the match, the more effective the instruction or remediation. Though all students can benefit from these highly structured and Is Building Better Brains with multisensory approaches, for the average student, the sequential organization of skills is not as necessary, The Ultimate Multisensory the repetition needed is far less than for the learning different student. The multisensory strategies help all Product Guide learners but are not critical. For the learning different student whose world is often distorted due to his incor- Call rect processing, all of these strategies are critical. 866-307-0802 or email [email protected] to receive a FREE CATALOG

SHOP ONLINE Free shipping on orders over $50! www.rlac.com

21st Annual ALTA Conference Standing on the Shoulders of Giants Saturday, April 28, 2007 Hilton – Lincoln Centre Dallas, Texas Conference Speakers Include: Dr. Edward Kame’enui: The Challenges of Teaching all and Each to Read: Ode to Pluto (and other minor stars) Dr. Joanne Carlisle: Fostering Morphological Processing, Vocabulary Development, and Reading Comprehension Mr. Ronald Yoshimoto, M.Ed., M.S.W. , Fellow / Academy of Orton-Gillingham Practitioners and Educators: Gifted/Dyslexic Children: Characteristics and Curriculum Implications Dr. Betty Osman: Beyond the 3 R’s : Social/Emotional Issues Associated with Learning Disabilities The International Multisensory Structured Language Education Council Page 15 The IMSLEC Record

Texas Scottish Rite Hospital For Children Develops Research-Based Curriculum For Students With Dyslexia Curriculum Builds on Three Existing Intervention Programs Developed by Hospital Experts

Experts at Texas Scottish Rite Hospital for Children (TSRHC) have devel- oped a research-based curriculum designed to enable students with dyslexia to achieve and maintain better word recognition, reading fluency and com- prehension. It also teaches children with the learning disorder how to apply the reading skills they learn in the classroom to everyday literature.

The curriculum, Take Flight: A Comprehensive “We believe this new curriculum is crucial to the reading Intervention for Students with Dyslexia, was written by success of students with dyslexia,” said Karen Avrit, lead experts in the hospital’s Luke Waites Center for Dyslexia author of Take Flight and director of dyslexia education at and Learning Disorders, which provides one of the most TSRHC. “We want all dyslexia therapists in Texas to have comprehensive programs for childhood learning disor- access to this one-of-a-kind curriculum.” ders in the nation. Dyslexia is a language-based learning disorder that affects about 10 percent of all children. The seven-book curriculum also introduces comprehen- The first widely-accepted definition of the disorder was sion and vocabulary building strategies for narrative and developed at the 1968 meeting of the World Federation expository text by providing oral reading comprehension of Neurology hosted by staff physician Dr. Lucius Waites exercises, preparing students for successful independent at TSRHC. Those diagnosed with dyslexia have trouble reading. connecting sounds to letter symbols, ultimately affecting “We are proud that our Luke Waites Center for Dyslexia the way they learn to read, spell and write. and Learning Disorders is making great strides to help “This curriculum will help children with dyslexia read children with dyslexia,” said J. C. Montgomery, Jr., presi- more accurately, at a better pace with less effort,” said dent of TSRHC. “We hope that our Take Flight curriculum Dr. Jeffrey Black, the center’s medical director. “The helps countless students learn to read better and become children will move from being really good word callers self confident, independent individuals. That’s what we to actual readers.” are all about – making a difference in children’s lives.” Take Flight builds on three existing dyslexia intervention Take Flight contains the five components of effective programs developed at TSRHC. It was designed for use reading instruction supported by the National Reading with students age 7 and older who have developmental Panel and mandated by the federal No Child Left Behind dyslexia, and it is available to educators trained to teach Act: phonemic awareness, phonic skills, vocabulary, flu- students with dyslexia, known as dyslexia therapists. ency and reading comprehension. Data gathered during teaching trials in the TSRHC Special thanks to the following friends for their support of Dyslexia Laboratory and by therapists working in col- Take Flight: TSRHC Trustee Ronald L. Carter; Karen and laborating public schools helped shape the curriculum. Rob Lange, Monotype, LLC; Winfield Padgett, Padgett Take Flight moves the students past decodable materi- Printing; San Marcos Civic Foundation; and George and als to published works of literature found in everyday Fay Young Foundation, Inc. classrooms.

The International Multisensory Structured Language Education Council Fall 2006 Page 16

More Accolades ~ In 1998 IMSLEC-accredited Accredited Training Courses training courses at Literacy Education Academic Devel- Use the IMSLEC seal on all of your adver- opment, Inc. and Spalding International Foundation were tising. It verifies to the public that your two of the first MSLE courses to become accredited by course meets the standards and criteria IMSLEC. Valerie Tucker and Mary North agreed to be the required by an accrediting body. guinea pigs – to discover if the Accreditation Process, which took hundreds of volunteer hours and late night meetings to create, would actually work. Although there were new discoveries with each SOSET visit that followed, the basis of the process was solid and it did work. Since then 30 addi- The Spalding Method tional courses have been accredited and four programs are in Multisensory Diagnostic Integrated the process. In 2006 LEAD and Spalding were the first to go through the 7-year re-accreditation process. These programs were required to complete a new application, go through the entire self-study process, and undergo a three-day SOSET visit to receive their re-accreditation. This accreditation will be valid for 7 more years at which time they will begin again with a new application. Because of the enormous amount of new research going on today, ongoing course evaluations are a critical component of teacher training. The reaffirmation and reaccreditation process of IMSLEC assures the public that our accredited-courses are continually evaluating themselves to insure the quality of the programs. Many thanks Phonogram Cards Text Structure Cards . . . to family and friends who have made donations (color coded) to IMSLEC in 2006: Teaching Aids Make Abstract Ideas Concrete Kay Allen Judith Birsh Bonita G. Colony/in memory of Betty Levinson Dubard School of Language Disorders/USM Mary North Kathleen Rose Gayle Smith Southwest Academy Learning Center Karen Vickery Gifts to IMSLEC are a meaningful way to honor friends, Mental Action Cards Word Builder Cards family or colleagues. Donations may be sent to Kay Allen, (color coded) IMSLEC Treasurer, 4433 Bissonnet, Bellaire, TX 77401. 2814 W. Bell Road, Suite 1405 Phone: (602) 866-7801 IMSLEC is a 591(c)(3) nonprofit corporation and all dona- Phoenix, AZ 85053 Fax: (602) 866-7488 Web: www.spalding.org E-mail: [email protected] tions are tax deductible.

A non-profit 501(c)(3) corporation established in 1995 Page 17 The IMSLEC Record

Table A

EXAMPLES OF THE SIMULTANEOUS MULTISENSORY (VAKT) PRINCIPLES OF INSTRUCTION Content of Visual Auditory Kinesthetic Tactile MSLE Approaches • Look at mouth of teacher • Listen (hear) the sound • Feel the movement of the • Feel placement of Phonology • Look at mouth in mirror • Discriminate voiced and articulatory muscles articulators and verbalize the • Look at pictures or other unvoiced sounds • Tap out individual sounds in placement graphic representation of • Discriminate number of spoken words • Feel presence/absence of mouth and articulators’ sounds in spoken words voicing airflow position • Identify the location of each sound in a word

• Look at mouth of teacher • Listen (hear) the sound and • Feel articulatory muscles • Feel placement of Sound/Symbol • Look at letters identify its name with movement articulators Association • Discriminate letters symbol • Trace shape of letter with • Feel with finger tips • Look at a card with the letter • Listen/hear the sound and arm or fingertip and key word or picture identify it with its symbol • Skywriting • Say key word & sound • Write letter on roughened • Discriminate sounds surface with fingertip

• Look at mouth of teacher • Listen (hear) syllables in • Feel the movement of the • Feel placement of Syllables • Look at word to identify spoken words articulatory muscles articulators number of syllables • Discriminate number of • Pat or tap out syllables • Pat or tap out syllables • Look at word to identify syllables in spoken words • Build syllables with letter • Build words with syllable vowel sounds • Segment words into cards cards syllables • Build words with syllable • Blend syllables into a word cards • Segment words into syllables & use syllable markers

• Look at mouth of teacher • Listen (hear) base and root • Feel the movement of the • Feel placement of Morphology • Look at base and root words, words, affixes articulatory muscles articulators affixes • Identify prefixes, base • Segment words into • Segment words into • Identify prefixes, base words words, and suffixes in prefixes, base words and prefixes, base words and and suffixes in printed spoken words suffixes suffixes words • Build words with base/root • Build words with base and words and affix cards root words, affixes cards

• Look at mouth of teacher • Listen to sentences • Feel the movement of the • Feel placement of Syntax • Look at sentences • Say/read sentences articulatory muscles articulators • Look at diagrammed • Explain diagrammed • Diagram sentences • Diagram sentences sentence sentences • Build sentences with word • Build sentences with word • Look at graphic or symbol cards cards to identify part of speech • Use graphics or symbols to • Use graphics or symbols to signify parts of speech signify parts of speech • Manipulate cards to • Manipulate cards to represent parts of speech represent parts of speech • Write sentences • Write sentences • Write sentences from • Write sentencesfrom dictation dictation

• Look at mouth of teacher • Listen to words/sentences • Feel the movement of the • Feel placement of Semantics • Look at word • Say words/definitions articulatory muscles articulators • Look at graphic or symbol • Use words in oral sentences • Draw graphics to represent • Draw graphics to represent to represent meaning • Read sentences meaning meaning • Paraphrase sentences • Act out meaning • Paraphrase paragraphs (pantomime) Visual – having to do with sight or vision ©2001 Auditory – of or having to do with hearing Kinesthetic – having to do with sensations of motion from the muscles, joints and tendons Tactile – pertaining or having to do with the sense of touch

The International Multisensory Structured Language Education Council Fall 2006 Page 18

TABLE B Percent of respondents indicating strategy used Never (0), Occasionally (1), As needed for certain children (2), Systematically used for certain children (3), Systematically used for all children (4); Other (5). Phonology Scores 0 1 2 3 4 5 Visual Look at the mouth of teacher to discriminate mouth positions 5.26 0 5.26 21.05 68.42 0 (e.g., vowel vs. consonant)

Auditory Listen (hear) to discriminate individual sounds 0 0 0 0 100 0

Auditory Discriminate voiced and unvoiced sounds 0 5.26 5.26 5.26 84.21 0

Auditory Discriminate number of sounds in spoken words 0 0 0 0 100 0

Auditory Identify the location of each sound in spoken word 0 5.26 0 5.26 89.47 0

Kinesthetic Feel the movement of the articulatory muscles when phonemes 0 0 10.53 15.79 68.42 2.63 are spoken

Kinesthetic Tap out individual sounds in spoken words 0 5.26 10.53 15.79 63.16 2.63

Tactile Feel presence/absence of voicing airflow 0 0 5.26 10.53 23.68 60.53 Sounds/Symbol Association 0 1 2 3 4 5 Visual Look at mouth of teacher to discriminate mouth positions 0 0 10.53 15.79 73.68 0

Visual 0 0 0 0 100 0 Look at letter/letter combinations

Visual Look at a card with the 15.79 0 10.53 5.26 68.42 0 letter(s) and key word or picture

Kinesthetic Feel articulatory muscle movement when phonemes are spoken 0 0 10.53 15.79 68.42 5.26 Kinesthetic Skywriting 5.26 5.26 10.53 15.79 63.16 0

Tactile Trace shape of letter with arm or fingertip 0 0 5.26 10.53 84.21 0 Syllables 0 1 2 3 4 5 Visual Look at printed words to identify the vowel sounds and the 0 0 0 0 94.74 5.26 number of syllables

Visual Look at syllable division markers to determine number of syl- 5.26 0 0 5.26 84.21 5.26 lables (e.g., slashes, blank spaces)

Auditory Listen for (hear) syllables in spoken words 0 0 5.26 0 89.47 5.26

Auditory Discriminate number of syllables in spoken words 0 0 5.26 0 89.47 5.26

Auditory Segment spoken words into syllables 0 0 0 0 94.74 5.26

Auditory Blend syllables into a word 0 0 0 0 94.74 5.26

Kinesthetic Feel the movement of the articulatory muscles when syllables 0 0 15.79 5.26 68.42 10.53 are spoken

Kinesthetic Pat or tap out syllables 0 5.26 5.26 0 84.21 5.26

Kinesthetic Segment words into syllables 0 0 0 0 94.74 5.26

Kinesthetic Use syllable markers to break word into syllables 0 0 0 5.26 89.47 5.26

Tactile Pat or tap out syllables 0 5.26 5.26 0 78.95 10.53

A non-profit 501(c)(3) corporation established in 1995 Page 19 The IMSLEC Record

TABLE B (Continued) Percent of respondents indicating strategy used Never (0), Occasionally (1), As needed for certain children (2), Sys- tematically used for certain children (3), Systematically used for all children (4); Other (5). Morphology 0 1 2 3 4 5 Visual Look at base and root words, affixes 0 0 0 10.53 89.47 0

Visual Identify prefixes, base words, and suffixes in printed words 0 0 0 10.53 89.47 0

Auditory Listen for (hear) base and root words, affixes 0 0 10.53 5.26 84.21 0 Auditory Identify prefixes, base words, and suffixes in spoken words 0 0 5.26 5.26 89.47 0

Kinesthetic Segment words into prefixes, base words, and suffixes 0 0 0 10.53 89.47 0

Tactile Segment words into prefixes, base words and suffixes 0 0 0 10.53 84.21 5.26 Syntax 0 1 2 3 4 5 Visual Look at sentences to identify sentence parts 0 0 10.53 5.26 84.21 0 (e.g., subject/verb, parts of speech)

Visual Look at diagrammed sentences to label parts of speech 15.79 5.26 15.79 5.26 57.9 0

Visual Look at graphic or symbol to identify part of speech 15.79 5.26 5.26 5.26 63.16 5.26

Auditory Listen to sentences 0 0 0 0 94.74 5.26

Auditory Say/read sentences 0 0 0 0 94.74 5.26

Kinesthetic Use graphics or symbols to signify parts of speech 15.79 5.26 5.26 0 68.42 5.26

Kinesthetic Write sentences 0 0 0 0 100 0

Kinesthetic Write sentences from dictation 0 0 10.53 5.26 84.21 0

Tactile Use graphics or symbols to signify parts of speech in sen- 15.79 5.26 5.26 0 68.42 5.26 tences

Tactile Write sentences 0 0 0 0 94.74 5.26 Semantics 0 1 2 3 4 5 Visual Look at word 0 0 5.26 0 94.74 0

Auditory Say words/definitions 0 0 0 5.26 94.74 0

Auditory Listen to sentences and explain meaning 5.26 0 0 5.26 89.47 0

Auditory Use words in oral sentences that demonstrate meaning 0 0 0 5.26 94.74 0

Auditory Read sentences and explain meaning 0 0 0 0 100 0

Auditory Paraphrase sentences accurately 0 0 5.26 5.26 89.47 0

Auditory Paraphrase paragraphs accurately 0 0 5.26 10.53 84.21 0

0 = Never 1 = Occasionally 2 = As needed for certain children 3 = Systematically used for certain children 4 = Systematically used for all children

The International Multisensory Structured Language Education Council