Abstract
Reading skill is an important process in learning and knowledge acquisition. However, dyslexic students face problems in reading. The main objective of this study was to compare the effectiveness of the multisensory method in teaching dyslexic students compared to the traditional method. The specific objectives were to investigate whether there were significant differences on dyslexic students alphabet recognition problem and alphabet mastering skill after the implementation of the multisensory program. The sample of study consisted of 8 and 9 years old elementary school children who were attending remedial education classes from twelve schools at the District of Hilir Perak, Malaysia. The equivalence of the samples was determined based upon the Dyslexia identification test which formed the experimental group and control group. The mean pre-test of the experimental group for alphabet identification was 45.29, SD = 7.59 whereas the post-test was 50.97, SD = 7.59. The mean pre-test of alphabet identification for the control group was 45.29, standard deviation 7.59 and the post-test score was 77.74, SD = 5.03; whereas for the control group was the pre-test was 45.29, standard deviation 7.59 and the post-test was 50.97, standard deviation 6.59. The t-test results showed significant differences. The mean post-test score of the experimental group for alphabet mastery was 31.19, SD = 2.31 compared to the control group (20.10, SD = 2.26). In conclusion the t-test (alpha 0.05) showed there were significant differences for alphabet identification and alphabet mastery through using the multisensory method. Teacher training programs can integrate the multisensory method to enhance the learning of dyslexic students.
| Original language | English |
|---|---|
| Pages (from-to) | 340-343 |
| Number of pages | 4 |
| Journal | Research Journal of Applied Sciences |
| Volume | 7 |
| Issue number | 7 |
| DOIs | |
| Publication status | Published - 2012 |
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Keywords
- Alphabet identification
- Alphabet mastering skills
- Dyslexic students
- Malaysia
- Multisensory program
ASJC Scopus subject areas
- General
- Engineering(all)
Cite this
Effects of a multisensory programme on dyslexic students : Identification and mastery of the alphabet. / Majzub, Rohaty Mohd; Abdullah, Mohd Anuar; Aziz, Zahara.
In: Research Journal of Applied Sciences, Vol. 7, No. 7, 2012, p. 340-343.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of a multisensory programme on dyslexic students
T2 - Identification and mastery of the alphabet
AU - Majzub, Rohaty Mohd
AU - Abdullah, Mohd Anuar
AU - Aziz, Zahara
PY - 2012
Y1 - 2012
N2 - Reading skill is an important process in learning and knowledge acquisition. However, dyslexic students face problems in reading. The main objective of this study was to compare the effectiveness of the multisensory method in teaching dyslexic students compared to the traditional method. The specific objectives were to investigate whether there were significant differences on dyslexic students alphabet recognition problem and alphabet mastering skill after the implementation of the multisensory program. The sample of study consisted of 8 and 9 years old elementary school children who were attending remedial education classes from twelve schools at the District of Hilir Perak, Malaysia. The equivalence of the samples was determined based upon the Dyslexia identification test which formed the experimental group and control group. The mean pre-test of the experimental group for alphabet identification was 45.29, SD = 7.59 whereas the post-test was 50.97, SD = 7.59. The mean pre-test of alphabet identification for the control group was 45.29, standard deviation 7.59 and the post-test score was 77.74, SD = 5.03; whereas for the control group was the pre-test was 45.29, standard deviation 7.59 and the post-test was 50.97, standard deviation 6.59. The t-test results showed significant differences. The mean post-test score of the experimental group for alphabet mastery was 31.19, SD = 2.31 compared to the control group (20.10, SD = 2.26). In conclusion the t-test (alpha 0.05) showed there were significant differences for alphabet identification and alphabet mastery through using the multisensory method. Teacher training programs can integrate the multisensory method to enhance the learning of dyslexic students.
AB - Reading skill is an important process in learning and knowledge acquisition. However, dyslexic students face problems in reading. The main objective of this study was to compare the effectiveness of the multisensory method in teaching dyslexic students compared to the traditional method. The specific objectives were to investigate whether there were significant differences on dyslexic students alphabet recognition problem and alphabet mastering skill after the implementation of the multisensory program. The sample of study consisted of 8 and 9 years old elementary school children who were attending remedial education classes from twelve schools at the District of Hilir Perak, Malaysia. The equivalence of the samples was determined based upon the Dyslexia identification test which formed the experimental group and control group. The mean pre-test of the experimental group for alphabet identification was 45.29, SD = 7.59 whereas the post-test was 50.97, SD = 7.59. The mean pre-test of alphabet identification for the control group was 45.29, standard deviation 7.59 and the post-test score was 77.74, SD = 5.03; whereas for the control group was the pre-test was 45.29, standard deviation 7.59 and the post-test was 50.97, standard deviation 6.59. The t-test results showed significant differences. The mean post-test score of the experimental group for alphabet mastery was 31.19, SD = 2.31 compared to the control group (20.10, SD = 2.26). In conclusion the t-test (alpha 0.05) showed there were significant differences for alphabet identification and alphabet mastery through using the multisensory method. Teacher training programs can integrate the multisensory method to enhance the learning of dyslexic students.
KW - Alphabet identification
KW - Alphabet mastering skills
KW - Dyslexic students
KW - Malaysia
KW - Multisensory program
UR - http://www.scopus.com/inward/record.url?scp=84875284037&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84875284037&partnerID=8YFLogxK
U2 - 10.3923/rjasci.2012.340.343
DO - 10.3923/rjasci.2012.340.343
M3 - Article
VL - 7
SP - 340
EP - 343
JO - Research Journal of Applied Sciences
JF - Research Journal of Applied Sciences
SN - 1815-932X
IS - 7
ER -