Multisensory...learning, therapy and fun

August 20, 2010

In light of the multisensory therapies which I HIGHLY recommend -below are

multisensory structured language programs to teach reading etc. For those that

don't really understand what multisensory is...in my own way of explaining it

think of each of the senses -sight, hearing, touch, etc. and trying to get

through to the brain via the senses that the child responds to. For example to

teach a child the letter " T "

You can just say " t " and show a picture which is the typical way...or for

multisensory ways with say touch you can write the letter T on their back and

have them guess what letter you are writing or if they are not that advanced yet

for a more primary basic preschool touch method you can have the letter T made

from different fabrics and textures that they can trace their finger over while

you say " T " Touch therapy could be cranial sacral, massage etc.

What I tell parents to do is watch when your child is most verbal...is it while

he's being pushed on a swing or running as my son Tanner was -look for kinetic

type therapies such as music dance therapy, speech therapy done while the child

jumps on a trampoline or is playing basketball (both which have been done

numerous times -yes children do not just have to sit in a little wooden chair

during ST) and see if possible if you can have the OT therapist work together

with the speech therapist!

For a child that is most verbal when there are various sounds and noises such as

music once again that would be music therapy, listening therapies (there are a

few) and for apraxia don't underestimate sounds for helping in motor planning.

Clap your hands or teach them to clap theirs for each syllable when they are

little.

For visual you want to provide visual clues so in the regards once again to

apraxia have 2 objects each representing one sound and slowly push them together

to teach how a word blends. For example I once had these cards that were really

for spelling but I used them for apraxia therapy at home. They looked like

regular cards but the images blended like a puzzle. So for example one card had

the word " Ha " on it and half a picture of a hat...and then there was the " t "

card that had the other half of the picture of the hat...I'd move the cards

slowly together getting Tanner to say " Ha " and " t " as two separate sounds and

then as we pushed the cards closer together it helped him blend. I know some

people talk about other types of vision therapy but that's probably out of the

bag of all types of alternative therapies out there one we never did (but we

probably did things others didn't do like take Tanner to swim with dolphins)

The point is have fun with alternative therapies- and don't forget " normal "

stuff which we may not look at as therapy but is typically so much cheaper and

can be highly beneficial -in particular I love swimming lessons and karate for

our group because both are activities that are social, combine movements, but

that don't involve speech.

I have much more about this in my book The Late Talker -but again below are some

language based methods thought all would love to keep on hand! (or just give

your kid some nutriiveda...I don't know why or how...but OMG amazing surges and

not just in a few cases now for reading and academics -language surges in

general http://pursuitofresearch.org/pursuit.html Don't mock it till you try it

-because it is hard to believe but there must be a logical explanation that soon

science and nutrition will answer)

Multisensory Structured Language Programs: Content and Principles of Instruction

(1995)

What is taught

Phonology and phonological awareness

Phonology is the study of sounds and how they work within their environment. A

phoneme is the smallest unit of sound in a given language that can be recognized

as being distinct from other sounds in the language. Phonological awareness is

the understanding of the internal linguistic structure of words. An important

aspect of phonological awareness is phonemic awareness or the ability to segment

words into their component sounds.

Sound-symbol association

This is the knowledge of the various sounds in the English language and their

correspondence to the letters and combinations of letters which represent those

sounds. Sound-symbol association must be taught (and mastered) in two

directions: visual to auditory and auditory to visual. Additionally, students

must master the blending of sounds and letters into words as well as the

segmenting of whole words into the individual sounds.

Syllable instruction

A syllable is a unit of oral or written language with one vowel sound.

Instruction must include the teaching of the six basic types of syllables in the

English Language: closed, vowel-consonant-e, open, consonant-le, r-controlled,

and diphthong. Syllable division rules must be directly taught in relation to

the word structure.

Morphology

Morphology is the study of how morphemes are combined from words. A morpheme is

the smallest unit of meaning in the language. The curriculum must include the

study of base words, roots, and affixes.

Syntax

Syntax is the set of principles that dictate the sequence and function of words

in a sentence in order to convey meaning. This includes grammar, sentence

variation and the mechanics of language.

Semantics

Semantics is that aspect of language concerned with meaning. The curriculum

(from the beginning) must include instruction in the comprehension of written

language.

How it is taught

Simultaneous, multisensory (VAKT)

Teaching is done using all learning pathways in the brain (visual/auditory,

kinesthetic-tactile) simultaneously in order to enhance memory and learning.

Systematic and cumulative

Multisensory language instruction requires that the organization of material

follows the logical order of the language. The sequence must begin with the

easiest and most basic elements and progress methodically to more difficult

material. Each step must also be based on those already learned. Concepts taught

must be systematically reviewed to strengthen memory.

Direct instruction

The inferential learning of any concept cannot be taken for granted.

Multisensory language instruction requires the direct teaching of all concepts

with continuous student-teacher interaction.

Diagnostic teaching

The teacher must be adept at prescriptive or individualized teaching. The

teaching plan is based on careful and continuous assessment of the individual's

needs. The content presented must be mastered to the degree of automaticity.

Synthetic and analytic instruction

Multisensory, structured language programs include both synthetic and analytic

instruction. Synthetic instruction presents the parts of the language and then

teaches how the parts work together to form a whole. Analytic instruction

presents the whole and teaches how this can be broken down into its component

parts.

According to the National Teacher Education Task Force of the International

Dyslexia Association, multisensory structured language programs should include

the following content and be taught with the following principles of

instruction.

View Table 1. Principles of Instruction (63kb PDF)*

Descriptions of some MSSL reading programs

From the original Orton-Gillingham method, many variations have been developed.

Some of the modified Orton-Gillingham methods written by Orton students are The

Slingerland Method, The Spalding Method, Project Read, Alphabetic Phonics, The

Herman Method, and The Method. Other works included in which the authors

of the programs used the tenets of Orton's work, but were not directly trained

by Orton-Gillingham personnel are The Alphabetic- Phonetic- Structural

-Linguistic approach to Literacy (Shedd), Sequential English Education

(Pickering), and Starting Over (Knight). The Association Method (DuBard), and

the mood-Bell Method (mood -Bell) have as their basis the research

into hearing impaired and the language impaired individuals.

Alphabetic phonics

Alphabetic Phonics evolved directly from Orton-Gillingham. It combines all three

learning modalities (auditory for spelling; visual for reading; kinesthetic for

handwriting). The " Instant Spelling Deck " for daily 3-minute drill focuses on

the most probable spelling of each of the forty-four speech sounds. The Initial

Reading Deck is a set of 98 cards with 3D pictured key words (chosen by

students) to " unlock " each of the 44 speech sounds. Bench Mark Measures geared

exactly to the curriculum were added to provide periodic proof of students'

progress in reading, spelling, handwriting, and alphabetizing-designed both to

guide the teachers' presentation pace and to enhance the student's confidence.

For more information contact the Texas ish Rite Hospital, 2222 Welborn St.,

Dallas, TX 75219. Phone 214/559-7425.

The Association Method

The Association Methodis a multisensory, phonetically based, systematic,

incremental instructional program for teaching and/or refining oral and written

language. Special features are: multisensory teaching which includes the use of

auditory, visual, tactile and motor-kinesthetic cues for learning; use of the

Northampton Symbol system for teaching sound/symbol relationships for reading;

use of cursive writing for initial instruction-children learn to read

manuscript, but write only in cursive; a slower temporal rate of speech is used

to provide children more time to process auditorily and more time to observe the

speaker's lip movements; precise articulation is required from the beginning;

and color differentiation is used as an attention-getter, to differentiate

phonemes within words, and to highlight verbs and new concepts in language

structures. An individual child's book is made as he/she progresses through the

Method. For more information contact The DuBard School for Language Disorders,

University of Southern Mississippi, Box 10035, Hattisburg, MS 39406-0035. Phone

601/266-5223

The Herman Approach

Herman developed this sequence of instruction and a methodology that

started each student at his point of deficit and sequentially taught him mastery

of each skill level, expanding those skill levels vertically and horizontally as

in an inverted pyramid. Multisensory strategies that link visual, auditory,

kinesthetic and tactile stimuli help dyslexic students compensate for visual and

auditory processing problems. Kinesthetic and tactile exercises are carefully

sequenced and each activity is repeated until the response is automatic. The

Herman Method reading curriculum encompasses: decoding and encoding skills,

sight word recognition, structural analysis, use of contextual clues, dictionary

access skills, decoding of diacritical symbols, and the complete spectrum of

comprehension skills. For more information contact Lexia Learning Systems, Inc.

2 Street, PO Box 466 Lincoln, MA 01773 - 800-435-3942 or 781-259-8752 Fax:

781-259-1349 info@...

mood-Bell

The mood® Phonemic Sequencing (LiPS) Program (formerly called the ADD

Program, Auditory Discrimination in Depth) successfully stimulates phonemic

awareness. Individuals become aware of the mouth actions which produce speech

sounds. This awareness becomes the means of verifying sounds within words and

enables individuals to become self-correcting in reading and spelling, and

speech. The Visualizing and Verbalizing for Language Comprehension and Thinking

(V/V) program develops concept imagery through a series of steps beginning with

expressive language and extending from a word to imaged paragraphs. For more

information contact mood-Bell Learning Process, 416 Higuera, San

Obispo, CA 93401. Phone 800/233-1819

Montessori and Sequential English Education Approach

The Sequential English Education program is a multisensory structured language

approach to teaching reading, writing, and spelling to students at risk for or

diagnosed as dyslexic or having a related disorder. The program initially

emphasizes the mastery of the code of the English language, the alphabetic, and

phonetic system. It is one of a few programs age appropriate for 5 and 6 year

old children. The instruction is 1:1 or small group (1:7) and intensive.

Multisensory techniques are integral. In the SEE program the memory board

(textured surface of masonite board) is used for a visual-auditory-tactile and

kinesthetic input of new material being learned and any error being corrected.

Comprehension proceeds from word meanings to sentence paraphrasing. For more

information contact The Sequential English Education Training Program at The

June Shelton School and Evaluation Center, 5002 West Lovers Lane, Dallas, TX

75209. Phone 214/352-1772

Orton-Gillingham

Orton-Gillingham is the structured,sequential multisensory teaching of written

language based upon the constant use of association of all of the following -

how a letter or word looks, how it sounds, and how the speech organs or the hand

in writing feels when producing it. Children also learn the common rules of the

English language such as the final e rule and when to use -ck and -tch. Older

students learn a variety of syllable patterns and common prefixes and suffixes,

then Latin and Greek word parts. For more information contact the Academy of

Orton-Gillingham Practioners and Educators, P.O. Box 234, East Main

StreetAmenia, NY 12501-0234. Phone 914/373-8919

Project Read

Project Read is an alternative approach to teaching reading and written

expression concepts and skills to children/adolescents in mainstream classrooms

as well as in special education and Chapter One services. It began as a

decoding/encoding program, but it was soon very apparent that the majority of

these students had more pervasive language learning problems and so the program

curriculum was expanded to include reading comprehension and written expression.

thus the name " language Circle, " which describes the integration of all the

elements of language learning. For more information contact Language Circle

Enterprises and Project READ, P.O. Box 20631, Bloomington, MN 55420. Phone

800/450-0343

The Slingerland Multisensory Approach

The Slingerland Multisensory Approach is a classroom adaptation of the

Orton-Gillingham Approach. Originally created for preventive instruction, it is

used today both as a preventive and remedial approach and is practiced in

classrooms, in small groups, and in one-to-one settings with students ranging

from primary grade children to adults. The Slingerland approach differs from

more traditional approaches in several ways. Simultaneous, multisensory teaching

strategies are incorporated into every facet of the lesson. The logic and

structure of English are taught using the alphabetic-phonic principle of

beginning with the smallest unit of sight, sound, feel-a letter. All the

language arts skills-oral expression, decoding, reading comprehension, spelling

handwriting and written expression-are taught with the one integrated direct

instruction approach. Students are given guided practice in functional use of

these skills with the goals of independent reading and written expression. For

more information contact the Slingerland Institute for Literacy, One Bellevue

Center, 411 108th Ave. NE, Bellevue, WAS 98004. Phone 425/453-1190

The Spalding Method is a total language arts approach consisting of integrated,

simultaneous, multisensory instruction in listening, speaking, writing,

spelling, and reading. These instructional elements (spelling, listening/reading

comprehension, and writing) provide the major language arts strands. A fourth

philosophical element insures consistency in program implementation. The

Spalding principles which guide lesson plans, instruction, and decisions are the

following: 1) learning with a child-centered approach, 2) multisensory

instruction; 3) encouraging higher-level thinking; 4) achieving quality work; 5)

recognizing the value and importance of tasks; and, 6) integrating language arts

into all curriculum areas. For more information contact the Spalding Education

Foundation, 2814 West Bell Road, Suite 1405, Phoenix, Arizona 85023. Phone

602/866-7801

Starting Over instruction includes diagnosis and remediation of decoding,

spelling, vocabulary, writing, handwriting and comprehension. Its philosophy: 1)

Dyslexic children and adults can learn to read, spell, and write if they are

diagnosed and taught using a multisensory, structured language approach; 2)

teachers can be taught to do both the diagnosis and the remediation; 3)

dyslexics can be taught to surmount their primary problem-awareness of

differences among sounds; 4) critical thinking can be taught by giving clues and

asking question; 5) teachers can be taught not to give answers or model sounds;

6) memorization can be enhanced by daily review of previously introduced

material; 7) sequenced steps for decoding and spelling serve to focus attention,

activate and slow down the learner, enhance memorization, and foster

independence; 8) comprehension can be improved by merely improving decoding; 9:

when decoding has been made automatic and fluent, explicit comprehension

instruction can make reading a pleasure; and, 10) writing can be mastered when

taught alongside decoding and comprehension. For more information contact

Starting Over, 317 West 89th Street, New York, NY 10024. Phone 212/769-2760

The Reading System

The Reading System is a 12-Step remedial reading and writing program for

individuals with a language-based learning disability. This program is based on

Orton-Gillingham philosophy and principles and current phonological coding

research. It directly teaches the structure of words in the English language so

that students master the coding system for reading and spelling. Unlike other

programs that overwhelm the student with rules, the language system of English

is presented in a very systematic and cumulative manner so that it is

manageable. The Reading System specifically teaches strategies for

decoding and spelling. However, from the beginning steps of the program, it

includes oral expressive language development and comprehension. Visualization

techniques are used for comprehension. For more information contact

Language Training, 175 West Main Street, Millbury, MA 01527-1441. Phone

800/899-8454

Clinical Studies of Multisensory Structured Language Education for Students with

Dyslexia and Related Disorders

Curtis W. McIntyre, Ph.D. and Joyce S. Pickering, LSH/CCC, MA, editors, 1995.

International Multisensory Structured Language Education Council (IMSLEC).

http://www.ldonline.org/article/6332

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August 20, 2010

Also- one of THE MOST EFFECTIVE therapies to date, in my opinion, is

HIPPOTHERAPY/ Therapeutic Riding. Get your kids on a horse and watch their

speech skills soar!

The cross-pattern gait (walk) of the horse mimics that of humans, and as your

child is on the horse w/ that cross-pattern, the neurons are connecting from

each side of the brain. Yes- it actually stimulates the brain's activity to have

your child on a HORSE!

(Just as if they were walking/hiking themselves or swimming etc)

To make Hippotherapy even MORE effective is that it's a multi-sensory therapy.

The child SMELLS the horse and the Leather saddle, the child HEARS the creaking

of the leather and the clacking of the hooves, the child FEELS the horse's hair

and mane, and feels the gait underneath them as the horse walks, and they SEE

the horse and are attracted to the animal etc

Truly- if I could afford to keep a horse myself just to get my 5 neuro kids on

it everyday- I would!!

Bek

Sent from my Verizon Wireless BlackBerry

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