Effects of a multisensory programme on dyslexic students

Identification and mastery of the alphabet

Rohaty Mohd Majzub, Mohd Anuar Abdullah, Zahara Aziz

    Research output: Contribution to journalArticle

    2 Citations (Scopus)

    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 languageEnglish
    Pages (from-to)340-343
    Number of pages4
    JournalResearch Journal of Applied Sciences
    Volume7
    Issue number7
    DOIs
    Publication statusPublished - 2012

    Fingerprint

    alphabets
    students
    Students
    Knowledge acquisition
    standard deviation
    education
    Teaching
    Education
    learning
    Malaysia
    instructors
    equivalence
    acquisition

    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 journalArticle

    Majzub, Rohaty Mohd ; Abdullah, Mohd Anuar ; Aziz, Zahara. / Effects of a multisensory programme on dyslexic students : Identification and mastery of the alphabet. In: Research Journal of Applied Sciences. 2012 ; Vol. 7, No. 7. pp. 340-343.
    @article{95e105bb53b641199fc35da58fa1fe58,
    title = "Effects of a multisensory programme on dyslexic students: Identification and mastery of the alphabet",
    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.",
    keywords = "Alphabet identification, Alphabet mastering skills, Dyslexic students, Malaysia, Multisensory program",
    author = "Majzub, {Rohaty Mohd} and Abdullah, {Mohd Anuar} and Zahara Aziz",
    year = "2012",
    doi = "10.3923/rjasci.2012.340.343",
    language = "English",
    volume = "7",
    pages = "340--343",
    journal = "Research Journal of Applied Sciences",
    issn = "1815-932X",
    publisher = "Medwell Publishing",
    number = "7",

    }

    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 -