How Multi-sensory Teaching Materials helping students with Dyslexia - Essay Example

Knowing how each of these components affect the other makes the school teachers and school administrators have a better idea on how they can improve the overall learning experience of students with learning disability. A case-based investigation was conducted to test the difference between the use of pure visual and hearing sensory with the use of multisensory teaching materials which does not only stimulate the students’ visual and hearing sensory but also their kinaesthetic (motor memory) and tactile (hands) sensory.

The research findings revealed that the use of multisensory teaching materials is better since students with dyslexia can have visual dysfunction, hearing impairment or both. This study also provided some ways on how to apply a whole school approach when implementing the use of multisensory teaching materials in the local schools. Defined by the National Institutes of Neurological Disorders and Stroke, dyslexia is “a brained-based type of learning disability that specifically impairs a person’s ability to read” (NINDS, 2010).

Even though the level of dyslexia varies from one person to another, it is common for students with dyslexia to have problems with reading, writing, and spelling out words. With a gender ratio of 3.29 boys to 1 girl, Cantonese-speaking Chinese children in Hong Kong between the age brackets of 6 to 10-1/2 years old were found to have an incidence rate of 0.66% dyslexia cases (Chan et al., 2008). Despite the high incidence rate of dyslexia among the Cantonese-speaking Chinese children in Hong Kong, there are still a lot of middle and high school teachers who are inadequately prepared to teach students whose academic reading and writing skills are below the average level (Strickland & Alvermann, 2004, pp. 1 – 13).

Modifying the teaching methods and educational environment are necessary to enhance the