Multisensory teaching techniques

I am the author of Looking Glass Spelling which is a multisensory extension of Glass Analysis, a decoding instruction method. I’d be glad to fill you in on it, or you can check out my website and see a sample.
www.gwhizresources.com
Fern

If your kid is really dyslexic, you might look at some Orton Gillingham based methods. Many of them require special background. EPS has some that do not though. (www.epsbooks.com). The latest catalogue isn’t clear which do and don’t and I would call them to find out. I am using Barton Reading and Spelling. I have made one (or twenty posts on that which you could look up). www.bartonreading.com The training is on video which makes you more skilled and also raises the price tag. Some parents have had success with Phonographix and a couple other techniques. They are not as multisensory but maybe your kid won’t need them. The first 3 chapters of Reading Reflex do tell you a lot about reading and why many kids fail.

I am not affliated with, nor am I trying to sell any of the above.

I am a tutor and happy with the materials.

—des

Im familiar with OG programs and am also a certified instructor. What I am looking to gather is specific techniques that regular classroom teachers can implement in their classrooms, short of delivering a full OG program. Some examples would be using a screen to write over to get the tactile experience.

Hi, I have been using a direct multisensory strategy that works with any level, any text, to decode words for 20 years. If you are interested, go to http://1stbooks.com/ and read about THE SOUNDS OF WORDS. Or contact me at [email protected] if you would like to know more. Anita

I’ve got a fair amount of stuff on my site including a couple of articles on multisensory ways to practice spelling and times tables and algebra, for that matter ( http://www.resourceroom.net/readspell/index.asp and http://www.resourceroom.net/math/index.asp).
There is that conflict between the desire to get more people using multisensory strategies and the desire *not* to have people thinking (and/or claiming) they’re teaching a multisensory program without having enough practice and training to really know what they’re doing.

Thank you susan. I accessed some of the areas on your website. Excellent info!! The one I was was most interested, but was unable to get to, was the article written by Joyce Steeves. I heard her speak over 15 years ago and her influence changed the way I taught. She spoke about math and had many multisensory techniques to share. They became my core “bag of tricks” when teaching math.

That’s what happens when you’ve got a one-man website , sigh :-)
Now let’s see if I can *find* a version of it that hasn’t been obliterated, else I”ll have to redo it :( THe casualties of remodeling a website…

Okey- dorey, it’s back :-)

It’s a nice article, though for Those of Us it’s not really news — but I would recommend it as a handout or overhead to introduce folks who do want to understand just how this crazy “smart or dumb?” idea, and all the baggage with it, can sometimes work.
http://www.resourceroom.net/older/goodateverything.asp

I’m the author of [i]The Spel-Lang Tree[/i], a spelling program based on OG principles but adapted for whole class instruction. On my website you may find some items that will help you with your presentation. When you get to the site, click on “Free Resources.” There you’ll find 3 links that may help. They are “Teaching the Child to Print,” “Long vowel patterns,” and “Levels of Spelling Difficulty,” or titles similar to these. Back on the home page you can also click on “Supplementary Materials” where you’ll find some multi-sensory cards that can be placed under plastic needlepoint canvas for children to trace. Many teachers also like the sound/symbols cards found there with both upper and lower case letters represented in real words along with the use of apostrophes to show possession. I hope these fit the categories of what you’re looking for. Grace at http://www.spellangtree.org

Thank you so much. Lots pf great ideas. I can really add a lot to my presentation.

There is the little detail, though, that whlie working in multisensory activities is good for just about any student, an awful lot of them also need to see the connection between the activity and the “non-multisensory” version of it that shows up on tests. SOmetimes that can be as simple as asking the class — letting the smart whippersnappers figure out “what does this have to do with what we read/talked about in the textbook?”