The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling
Annals of dyslexia, Volume 67, Issue 3, 2017, Pages 219-258.
DyslexiaMultisensoryOrton-GillinghamStructured languageTypical development
The purpose of this study was to investigate whether the use of simultaneous multisensory structured language instruction promoted better letter name and sound production, word reading, and word spelling for second grade children with typical development (N = 6) or with dyslexia (N = 5) than structured language instruction alone. The use ...More
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