Multisensory programs in the public schools: A brighter future for LD children.

Area of Science:

• Education
• Special Education
• Literacy Studies

Background:

• Specific learning disabilities (SLD) significantly impact students' academic progress.
• Effective literacy instruction is crucial for students with SLD.
• The Alphabetic Phonics (AP) curriculum is a structured approach to reading instruction.

Purpose of the Study:

• To evaluate the effectiveness of the Alphabetic Phonics (AP) curriculum for elementary students with SLD.
• To analyze the impact of AP on reading comprehension over a three-year period.
• To explore differential effects based on grade level, setting, and student ability.

Main Methods:

• A longitudinal study tracking elementary students with SLD over three years.
• Instruction utilized the Alphabetic Phonics (AP) curriculum.
• Reading comprehension skills and teacher perceptions were assessed.

Main Results:

• Most SLD students showed positive reading comprehension gains with AP.
• Students starting in first and second grade benefited most.
• Students in resource and self-contained settings demonstrated progress, with varying patterns.
• Average and above-average ability students improved significantly; below-average students showed less substantial gains.
• Teachers reported more positive views of students' word attack, oral reading, and silent reading skills.

Conclusions:

• The AP curriculum is effective for improving reading comprehension in many elementary SLD students.
• Early intervention (first and second grade) appears particularly beneficial.
• Instructional setting and student ability level influence outcomes, suggesting a need for tailored approaches.