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Journal of Learning Disabilities
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The Effect of Multisensory Instruction Upon the On-Task Behaviors and Word Reading Accuracy of Learning Disabled Children

Harold W. Thorpe, EdD

Harold W. Thorpe received his EdD from Utah State University in the field of special education. He is currently a full professor in the Department of Special Education at the University of Wisconsin in Oshkosh, Wisconsin. Address: Harold W. Thorpe: Department of Special Education: The University of Wisconsin: Oshkosh, WI 54901.

Kim Sommer Borden, BS

Kimm Sommer-Border received her BS degree in special education from the University of Wisconsin at Oshkosh. She is presently a teacher in the Appleton Public Schools.

The effects of multisensory instruction upon the word reading accuracy and on-task behaviors of seven-, eight-, and nine-year-old learning disabled students were investigated during a series of four experiments. Visual and auditory instruction with and without teacher praise was compared with a visual, auditory, kinesthetic and tactile instruction with and without teacher praise. Results of the single subject reversal design experiments indicated that all four types of instruction increased word reading accuracy when compared with pretest scores. Nevertheless, there were significant differences in effectiveness among the four treatments. Visual-auditory instruction alone was far less effective than visual-auditory with praise and the multisensory procedure with or without praise. Alternatively, visual-auditory with praise was the most effective of all the procedures.

Journal of Learning Disabilities, Vol. 18, No. 5, 279-286 (1985)
DOI: 10.1177/002221948501800507
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