Intervention Programs for Learners - Essay Example

INTERVENTION PROGRAMS FOR LEARNERS Inserts Inserts Grade Inserts INTERVENTION PROGRAMS FOR LEARNERS Sequential Multisensory Teaching for Adult Learners Multisensory teaching and learning involves the enhancement or improvement of phonological memory, processing speed and learning skills. It helps in the improvement of reading and spelling skills, cognitive thinking, and problem solving skills through effective audio and visual coordination (Fisher, Bates & Gurvitz, 2014). Dyslexia in students necessitates a difference in learning approach and strategies through concentration on the basic elements of learning, which are sounds and letters. Additionally, multisensory teaching helps in improving cognitive functions such as thinking, decision making, perception, comprehension, and phonological memory. Intervention programs facilitate the improvement of reading skills through the improvement of phonological awareness, memory, and visual processes. On the other hand, multisensory learning helps in the improvement of cognitive thinking, creativity, comprehension of words, thinking, decision making, and problem solving (Pagliano, 2012). Multisensory intervention programs consist of oral language skills, decoding sessions, structured reading, story reading and comprehension skills, vocabularies and single word reading, in addition to phase reading (Adlam, 2008). The teachers use stimulation, assessments and challenge in identifying the weaknesses and strengths of their students for the deployment of effective learning strategies. According to research, multisensory intervention programs have proven efficient and effective for both the teachers and the learners, especially with adults with learning disabilities. It consists of an integration of visual, visual and kinesthetic evaluation and assessment systems that facilitate easier memory advancement, and overall learning. The time consumed in the teaching of the basics of learning, that is sounds and letters, depends on the specific requirements of the learned or group of learners (Fisher, Bates & Gurvitz, 2014). This multisensory intervention group will be applied on three students, namely; Adda who is 38 years of age, Shiene who is 22 years of age, and Karen who is 18 years old. The initial stage in multisensory learning involves oral language skills, where the teacher or instructor interacts with the learner using complete sentences. Inquiry learning is also introduced for the identification of challenges and strong points within the student (Pagliano, 2012). Though oral language is usually associated with vocabulary, it also consists of vital parts of a language. Phonology is part of the oral language that involves the arrangement of sounds within a language. It is used in fundamental speaking or listening, after the recognition of syllable arrangement in words and wording in sentences. Phonological learning also involves the recognition of alliteration, blending and manipulation of sounds and words (Slavin et al, 2011). The effective learning and recognition of syllable arrangement in words and wording in sentences helps the learner to identify with different pronunciations and spellings, thereby improving listening and communication skills. However, learners or group of learners need a slow program to be able to eliminate adverse challenges in spelling and writing, in addition to reading and comprehension skills. Listening, reading, writing, spelling, pronunciation, grammar and comprehension are some of the basic elements of effective communication. Vocabulary or semantics is also a vital part of oral language that concentrates on receptive and expressive, representing listening and speaking respectively. Receptive vocabulary is a representation of words or wordings that a learner easily identifies with, as per his/her experiences or background (Pagliano, 2012). On the other hand, expressive vocabulary is the representation of words or wordings that a learner uses frequently to communicate orally or in writing. Dyslexia students require a gradual evaluation and assessment of their vocabulary for effective guidance into the correct or formal vocabulary, which starts by identifying the vocabularies they identify with in comparison to their respective backgrounds. It is hard for an adult, who has used particular vocabularies to learn and adapt to the use of the correct and formal vocabulary, and hence the importance of the use of multisensory learning intervention program. The evaluation of the three learners depicts a common problem in vocabulary use, whereby the single word spelling is for each is either low or extremely low. Multisensory learning will help in guiding the students into effective vocabulary understanding and use, and the improvement of cognitive processing and statuses of working memories (Davies, 2012). The other part of oral language is the grammar or syntax, which is a structure of rules that govern the arrangement of syllables or words in sentences within a language, that is, the arrangement of syllables into words, the arrangement of words into sentences, and the arrangement of sentences into paragraphs. Morphology in oral language focuses on the meaning of words and their respective formations. It also focuses on the arrangement of words in vocabulary building. The three earners have a need for assistance and guidance in vocabulary use, communication, visual ability, spatial awareness, and cognitive and phonological processing (Fisher, Bates & Gurvitz, 2014). Though the individuals have interests and hard work in their educational areas, they have similar difficulties in spelling, pronunciation, reading, writing, and comprehension. Multisensory intervention program will help in the improvement of processing speeds and the working memory, which will trigger a subsequent improvement in cognitive thinking and phonological awareness (Pagliano, 2012). The oral language also involves both written and oral communication, which helps in the identification of specific language requirements, such as spelling or pronunciation (Fielding, Kerr & Rosier, 2007). Additionally, oral language involves pragmatics, which is concerned with the understanding of the use of language in sociality, in the terms of conversation and associated appropriate behaviour. Multisensory learning will help in the identification of social perceptions and language use to create the importance of language pragmatics in conversations (Adlam, 2008). Multisensory learning also involves decoding of words, whereby a daily schedule is developed and implemented to assist and guide the students in sounds and wording. The learners are engaged in the use of familiar sounds and words, such as vowels and consonants (Davies, 2012). The students will be easily guided in understanding sound pronunciations and wording, rather than the memorization of the same. The students are gradually guided on the use of syllables in word construction, and the correct pronunciation of the developed words. This also helps the students in the comprehension of texts and reading skills due to familiarity with vocabulary. Multisensory learning helps the students in effective and accurate processing of virtually presented information, thereby improving their working memory, information processing speed, and comprehension (Baylis & Snowling, 2011). The use of one-to-one tutorials with the help of teachers or instructor in multisensory learning helps the learners to effectively discover their convenient styles of learning and learning techniques for the improvement of information processing. In my case, the use of multisensory learning techniques will help in the improvement of spelling in single word pronunciation and writing, in addition to wording arrangement for the construction of meaningful and correct sentences (Fielding, Kerr & Rosier, 2007). Multisensory learning will also grant each of the students their convenient time required to learn and practice, including increment of time during examinations. The elements of multisensory learning, that is visual, tactile, kinesthetic and auditory learning, can be effectively used in language teaching and other subjects, and hence there will be effective improvement of the use of semantics and syntax clues. On the other hand, the use of multisensory intervention program will help in the creation of effective plans for lessons, for each individual, as per their requirements and abilities (Adlam, 2008). Though one-to-one is more expensive learning intervention program, it is effective in impacting differences on the students, as well as being convenient for both the students and the teacher. Evaluation and assessment of each student will also be easier, thereby facilitating inquiry and consultations between the students and the teacher (Davies, 2012). On the other hand, the use of multisensory learning for the three students will be effective in alleviation difficulties in decoding and vocabulary, and the elimination of word substitution that will improve grammar. Multisensory learning is convenient and effective for adult learning, where my students range, and hence will help in the effective teaching and improvement of each of the student’s learning difficulties. Improvement of comprehension skills will also be vital as per the courses pursued by each of the students, and hence the use of this learning intervention program will effectively achieve improvement of phonological memory, such as elimination of word repetition or substitution, and improvement of sound manipulation (Fielding, Kerr & Rosier, 2007). Dyslexia is a condition that requires effective monitoring of learning activities, and hence the use of multisensory learning will help in easier and convenient monitoring of the students (Slavin et al, 2011). The integration of phrase reading and comprehensions will ensure improvement of grammar and pronunciation skills, and hence improving communication skills (Pagliano, 2012). The elimination of spelling, blending of words, elision, reading and writing difficulties will help in easier and accurate information processing. Multisensory learning incorporated oral language, which is vital in communication and information processing, as well as interactions between the student and the teacher. Additionally, oral language helps in the improvement of vocabulary skills, communication, and comprehension skills that are necessary in effective information processing (Baylis & Snowling, 2011). References Adlam, F. 2008. Multisensory Learning. Invercargill: Essential Resources. Baylis, P. & Snowling, M. 2011. Evaluation of a phonological reading programme for children with Down syndrome. Child Language Teaching and Therapy. Vol. 28(1), pp39-56. Davies, C. (2012). Creating multisensory environments: Practical ideas for teaching and learning. Abingdon, Oxon: Routledge. Fielding, L., Kerr, N. & Rosier, P. 2007. Annual Growth for all students, Catch-Up Growth for those who are behind. Kennewick, WA: The New Foundation Press, Inc. Fisher, P., Bates, A. & Gurvitz, A. 2014. The complete guide to tutoring struggling readers: mapping interventions to purpose and CCSS. New York, NY: Teachers College Press. Pagliano, J. 2012. The multisensory handbook: A guide for children and adults with sensory learning disabilities. Abingdon, Oxon: Routledge. Slavin, R., Lake, C., Davis, S. & Madden, N. 2011. Effective programs for struggling readers: A best-evidence synthesis, Educational Research Review. Vol. 6 (1), pp1-26. Read More