Ruth Falzon|Colin Calleja|Carmen Muscat
Structured multisensory techniques in reading and learning patterns - some considerations
University of Malta|University of Malta|University of Malta
study investigates whether structured multisensory programme early literacy mpowr multisensory programme writing reading muscat unpublished early literacy programme implemented maltese private school perceived teachers using inclusive strategy respectful learning modalities molding shaping learners path learning study makes use interactive learning model proposed johnston 1994 1996 2006 2007 2009 explores extent multisensory early literacy programme compliments four learning patterns proposed johnstons theory research embraces underpinned number philosophies frameworks namely social model approach disability beyond barnes mercer 1997 barton oliver 1997 oliver 1992 1996 adams model reading 1990 piagetian genetic epistemology schwebel raph 1973 vygotskian concept scaffolding steffe gale 1995 ormrod 2007 concept universal design learning inclusive strategies falzon 2010 hegarty 1993 mengon hart 1991 pugach 1995 tod 1999 rose meyer 2002 turnbull turnbull wehmeyer 2010 data collected questionnaire given nine teachers working early years school teachers unanimously perceived multisensory programme respectful four learning patterns 16 themes questionnaire line aims ethos mpowr programme predominant learning patterns technical sequential followed confluence precision respectively statistical differences found four themes confidence interval study high therefore inference actual mean made study confirms structured multisensory techniques developed designed muscat inclusive strategies respectful learners individual learning preference