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Outcome of Implementing Multisensory Instruction with Second Grade Students Who Struggle with Reading

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Outcome of Implementing Multisensory Instruction with Second Grade Students Who Struggle with Reading Rowan University Rowan Digital Works Theses and Dissertations 2-8-2016 Outcome of implementing multisensory instruction with second grade students who struggle with reading Elissa Anne Fisher Rowan University Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Elementary Education and Teaching Commons Recommended Citation Fisher, Elissa Anne, "Outcome of implementing multisensory instruction with second grade students who struggle with reading" (2016). Theses and Dissertations. 582. https://rdw.rowan.edu/etd/582 This Thesis is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. OUTCOME OF IMPLEMENTING MULTISENSORY INSTRUCTION WITH SECOND GRADE STUDENTS WHO STRUGGLE WITH READING by Elissa Anne Fisher A Thesis Submitted to the Department of Language, Literacy, and Sociocultural Education College of Education In partial fulfillment of the requirement For the degree of Master of Arts in Reading Education at Rowan University December 6, 2015 Thesis Chair: Susan Browne, Ed.D © 2015 Elissa Anne Fisher Dedication I dedicate this thesis to my dear husband, Jason. Acknowledgments I wish to thank my husband, family and friends for their continued support in this time of growth and learning. iv Abstract Elissa Fisher OUTCOME OF IMPLEMENTING MUTISENSORY INSTRUCTION WITH SECOND GRADE STUDENTS WHO STRUGGLE WITH READING 2015-2016 Susan Browne, Ed.D Master of Arts in Reading Education Students struggling with reading are at risk for academic and reading failure. It is imperative to engage and motivate these students through the use of multisensory instruction which appeals to their learning style. To improve the decoding and spelling of sight words, second grade students in a small group instruction setting were given four weeks of multisensory instruction using various materials. Data was collected in a qualitative framework throughout the study using multiple data sources. What was found was that when the struggling students preferred a multisensory activity, after consistent use with that material, they performed better in weekly assessments. Students also reported increased confidence in their reading skills as well as increased overall enjoyment of reading. Additionally, all students displayed a marked improvement in each target decoding skill and in the spelling of previously un-mastered sight words. v Table of Contents Abstract ............................................................................................................................v List of Tables ..................................................................................................................ix Chapter I: Introduction .....................................................................................................1 Story of the Question ................................................................................................2 Statement of Research Problem and Question ..........................................................4 Purpose Statement .....................................................................................................5 Organization of the Paper .........................................................................................7 Chapter II: Literature Review ..........................................................................................9 Small Group Instruction .............................................................................................10 Learning Styles and Characteristics ...........................................................................11 Learning Style ......................................................................................................11 Auditory Visual Learning Style in the Classroom ...............................................12 The Struggling Reader’s Learning Style..............................................................13 Multisensory/Kinesthetic Teaching ...........................................................................14 Auditory-Visual versus Multisensory ..................................................................14 Multisensory Instruction ......................................................................................15 Improving Reading through Multisensory Techniques .......................................16 Multisensory Learning in Multiple Learning Settings .........................................17 Multisensory Techniques and Small Group Intervention ....................................17 Prevention of Reading Failure .............................................................................18 Conclusion ................................................................................................................19 Chapter III: Research Design/Methodology ....................................................................21 vi Table of Contents (Continued) Procedure of Study ....................................................................................................23 Data Sources ........................................................................................................23 Data Collection ....................................................................................................25 Data Collection by Week .....................................................................................27 Data Analysis ............................................................................................................32 Triangulation ........................................................................................................32 Context ......................................................................................................................34 Community ..........................................................................................................34 Students ................................................................................................................35 Chapter IV: Data Analysis ...............................................................................................38 Introduction ...............................................................................................................38 Revisiting the Study ..................................................................................................38 Sight Word Retention and Preference of Multisensory Activities............................39 Repetition and Growth ..............................................................................................51 Short Vowels and Digraphs ......................................................................................53 Multisyllabic Words..................................................................................................54 Further Growth: Reading Levels ..............................................................................57 Multisensory Activities and Reading Enjoyment .....................................................58 The Messier the Better ...............................................................................................59 Attention and Retention .............................................................................................65 Home Support and Decoding Growth........................................................................66 Enjoyment of Reading, Confidence Growth and Multisensory Activities ................70 vii Table of Contents (Continued) Summary of Data Analysis ..........................................................................................76 Chapter V: Summary, Conclusions, Limitations and Implications for the Field.............78 Summary ......................................................................................................................78 Conclusions .............................................................................................................80 Limitations ..............................................................................................................81 Implications for the Field ........................................................................................82 References ........................................................................................................................84 Appendix A: Initial Student Assessment Data.................................................................86 Appendix B: Data Analysis: Initial Testing Breakdown of Skills ...................................91 Appendix C: Student Questionnaire Pre-Study ...............................................................92 Appendix D: Pre-Study Questionnaire Results ................................................................93 Appendix E: Week 1 Data ...............................................................................................96 Appendix F: Week 2 Data ................................................................................................101 Appendix G: Week 3 Data ...............................................................................................106 Appendix H: Data Week 4 ...............................................................................................111 Appendix I: End of Study Overall Growth ......................................................................116 Appendix J: Post Survey Questionnaire
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