Genetic abnormalities of the visual and auditory system cause problems in English reading to learners with dyslexia. Phonics interventions using structured, sequential, and multisensory teaching approaches could enable students with dyslexia to acquire English literacy skills. This study aims to examine the effects of phonics instruction using the multisensory teaching approach on English reading-related skills in Hong Kong Chinese students with dyslexia. Twenty junior secondary school participants were invited through a local secondary school and randomly assigned into two groups: experimental group (phonics instruction using the multisensory teaching approach) and control group (no intervention). Repeated measures Analysis of Co-variance (ANCOVA) was performed on the pretest and posttest scores of GPC knowledge, taught words, phonemic awareness, and word reading, with group as between-subjects factor, and age, non-verbal intelligence, and vocabulary as covariates. Significant interaction effects (time X group) were found for all dependent variables. The results of the study demonstrated that phonics instruction using multisensory teaching approach could enhance the performance of the students with dyslexia in English reading-related skills. All rights reserved.
|Qualification||Master of Social Sciences|
|Publication status||Published - 2020|
- Alt. title: Effects of multisensory teaching approach
- Theses and Dissertations
- Thesis (M.Soc.Sc(Psy))--The Education University of Hong Kong, 2020.