Book Report on Multisensory Teaching of Basic Language skills, second edition by Birsh Judith
Dr. Judith Birsh has thrived in conveying mutually the expertise of a group of esteemed and renowned providers to create what is certainly an extremely prized and much-utilized text and reference book in the subject of dyslexia and learning differences In Multisensory Teaching of Basic Language Skills. She has increased a significantly essential source for comprehending, educating, measuring, and parenting individuals with dyslexia and associated disorders by summoning different authorities to write segments in their area(s) of utmost interest and potency. Starting with the meaning and features of dyslexia, a debate of the most recent research in the field, and the requirement for all instructors to appreciate the organization of the English written code, the book provides the potential reader with a general idea of the eighteen chapters by offering chapter summaries. Other supports for the student comprise widespread references per chapter.
In an informative and up-front debate of multisensory teaching, the author of the initial chapter addresses the subject of lack of research studies relating to the effectiveness of multisensory education. She concludes, though, that there is theoretical backing for this method and that, pending research is competent to substantiate or refute the efficiency of multisensory education, it behoves teachers to be dependent on their own occurrence and proficient decision, in addition to the specialized decision of others who account for student accomplishment when multisensory education is used. The Chapter’s debate of multisensory techniques gives the platform upon which the rest of the book is founded. Ensuing chapters continue reasonably from the function of oral language to the significance of phonological and phonemic awareness and alphabetic knowledge in the education of precise decoding and interpretation ease. A most useful dissertation on the education of reading understanding follows debate of these fundamental constituents of effectual reading from a multisensory viewpoint. Readers can also locate informative and well-written segments on such themes as multisensory mathematics coaching; organization, oral language; spelling; phonological consciousness; handwriting; and study dexterities; and many other topics.
A brief narrative description of the journal article, document, or resource.For learners with dyslexia and other related disabilities and for their peers, creative instruction techniques that employ two or more senses can fundamentally recover language abilities and academic effects. That is why each modern and prospect teacher requires the second edition of this ultimate guide to multisensory education. A nucleus manuscript for a diversity of reading courses and an priceless reference for reading experts, this all-inclusive resource demonstrates to educators on how to employ precise multisensory techniques to aid students develop skills in key areas for example: spelling; letter knowledge; phonological consciousness; composition, comprehension, handwriting, fluency, and mathematics.
In chapter one, the book discusses on Research and Reading Disability. Judith R. Birsh wrote this chapter. After reading this chapter, one ought to have learned what comprises scientifically based research and its significance. One also should have known how data from scientifically based research has furthered the comprehension of dyslexia and effectual literacy teaching for all students and one ought to be well informed about the National Reading Panel and its results. This chapter also provides information on the description of scientifically based research, and why it is important. This also includes an account on how this research furthers the comprehension of dyslexia and effective education for all students. She also mentions the National Reading Panel, and the evidence it presents about effective instructional methods, materials, and approaches. She Compares, contrasts qualitative and quantitative research, and experimental and quasi-experimental research. The chapter also mentions on how the research has documented that effective instruction on improving reading and changes in the brain (Birsh 1).
The second chapter is written by Louisa Moats and Mary Farrell. They talk about the Multisensory Structured Language Education. In the chapter, a short history of individuals who have added to the comprehension of dyslexia and the multisensory structured language education has been outlined. In addition, the widespread instructional exercises of multisensory structured language education (MSLE) that are in agreement with research results are described and defined. A short account of how the brain is prearranged particularly for reading functions is systematically explained. The two methodically demonstrate how the natures of dyslexia and learning disabilities have been redefined by science and the necessary theoretical support for the use of multisensory strategies as well.
Along with the two authors, the objectives of this chapter are for one to be able to describe multisensory structured language education (MSLE) and know its record. To recognize the instructional exercises of MSLE that are in harmony with research , to discern the function of the multisensory constituent in language teaching and identify contemporary research results and what extra research is essential to completely authenticate the exploit of multisensory techniques in language teaching(Birsh 23).
The third chapter is on Development of Oral Language and Its Relationship to Literacy. Lydia H. Soifer authors it. The chapter defines language and describes how it develops. It also provides information on the systems of rules that govern the use, form, and content of language and the link between language and literacy. It brings out a discussion concerning Oral Language. The author presents several views in this chapter that are important for learning purposes. According to the author, children need to be given a chance to acquire oral linguistics skills. These skills involve proficiency in literacy and language experiences from their respective homes. This means that it is the duty of the parents or guardians of a child to teach their children the basics concerning language even before they go the preschool. She maintains that home-coaching of the children concerning the education languages is very important in terms of helping them to develop healthy oratory and literacy skills which would help them later in their education life or career. The preschool is another important institution that is highlighted by the author in this chapter.
According to her, preschool offers the children maximum opportunity to acquire language and oratory skills because of its curriculum as well as the atmosphere of socialization, which provides the children with the chance to practice their oratory skills as associate and constantly communicate with one another. Some of the skills mentioned by her include writing messages, saying of rhymes in class, and the art of careful listening as well as examination of books, the development of oral vocabulary, verbal reasoning, and the art of learning about the main objective reading. She also maintains that constant exposure to the process of reading aloud in conjunction with oral language tends to aid in the development of the phonemic awareness.
The chapter also discusses the three components of language, which are form, use, and content. It also discusses three systems of rules that governs the language form; the type of system of rules governing the use of language and that, which governs the content of language. It also fully describes the suprasegmental and segmental aspects of phonology, how language affects the development of reading, spelling, and discourse skills, the three areas of communicative behaviour that pragmatics dictates and the definition of OME, and how it interferes with language development (Birsh 43).
The fourth chapter is on Phonemic Awareness and Reading: Research, Activities, and Instructional Materials. Joanna K. Uhry authors it. In this chapter, the author maintains that reading development actually tends to depend on the phonemic awareness as well as other phonological processes in the learning field. According to Johanna, Phonemic awareness in concerned with the ability to understand specific sound structures that are concerned with spoken words. This means, that the art of leaning the reading experience, children need to always be involved with the actual paying of attention to particular sequences of sound or even phonemes presented in words and to go ahead literally manipulate them. Actually, it is consequently important for children to pay keep attention to the way the words are pronounced which will give the ability to master the skills of reading in a much faster way. However, she maintains that most children have had difficulty in doing this because of the co-articulation of separate sounds that are spoken in the words. In order to learn the basic or reading, children need to be exposed to environments whereby there are intense playing activities for long durations of time which would help in identifying as well as making the rhymes through counting of the syllables that exist in words, gaining the skills to actually put them in initial segments and final phonemes, having the ability to hear and blend sounds as well as critically analyzing the final sounds of the respective words.
In summary, the chapter defines phonological awareness and provides the difference between phonological awareness and phonemic awareness. In addition, it provides the typical theoretical support for phonemic awareness while describing the important role of phonemic awareness in learning to read. From the chapter one can find forms of phonological processing other than phonological awareness (Birsh 83).
Chapter five is centred on Alphabet Knowledge. Kay A. Allen authored it with Graham F. Neuhaus and Marilyn C. Beckwith assisting her. The chapter outlines the importance of swift letter detection in learning how to read, and the researches that sustains the theory that dyslexia is not primarily a visual-based abnormality. The chapter also gives information about activities that develop letter acknowledgment, sequencing skills, and naming. In addition, one can learn the compelling grounds for coaching letter recognition and naming and the evidence that dismisses the principle that dyslexia arise from deficit in the visual-perceptual system. The authors also justify the misrecognition of letters such as b and d by students having dyslexia. Hey also define double deficit and provide the principles of efficient letter recognition and naming instruction (Birsh 113).
Planning Multisensory Structured Language Lessons and the Classroom Environment is the focus of Chapter eight. Judith R. Birsh and Jean-Fryer Schedler wrote the chapter. It depicts the best classroom background for teaching and learning. The chapter also itemise ways to systematize materials for instruction to increase productivity. The authors also provide information about how to construct positive student behaviour and how to plan efficient multisensory language lessons .They provide key deliberations in arranging the furniture and equipment in the classroom and the ways a teacher can arrange materials to maximize students’ time on task. Techniques to promote positive student performance, the basis for planning multisensory structured lessons, and the levels of language are incorporated in a daily lesson is also listed in this paragraph (Birsh 187).
The theme in Chapter nine is Teaching Reading: Accurate Decoding and Fluency. Suzanne Carreker wrote it and it entails the explanation of the role of decoding instruction in the growth of skilled reading and the dyslexic reader’s complexity with decoding. Suzanne outlines the research that supports open, methodical decoding and fluency coaching. She also explains key constituents of decoding education, counting phonemic awareness, letter recognition, sound–symbol associations, syllable kinds, syllable separation prototypes, and morphology, and prearranged processes for initiating and practicing these constituents. The significance of confidence and conduct that expand the speed and prosody of reading, the important components of reading, strategies employed by expert readers as they read to decipher unknown words and the key constituents of decoding instruction are also portrayed in this chapter (Birsh 213).
Suzanne Carreker wrote Chapter ten, which focuses on Teaching Spelling. The significance of spelling instruction and how spelling increases, reliable spelling patterns, and rules of English, activities, procedures, and lesson planning for effective spelling instruction are all explained in this chapter. She also tries to portray the similarities and differences between reading and spelling, while recognizing the importance of spelling to reading and writing growth. Orthography, phonetics, phonology, phonics, and morphology are also defined. The chapter also shows how the awareness of other language domains affects spelling accurateness (Birsh 257).
Chapter 14 is specifically focused on Strategies to improve Reading Comprehension in the Multisensory Classroom. Eileen S. Marzola authored it. The chapter shows how reading understanding instruction has transformed in the past jubilee. The chapter also reveals research-based schemes for improving understanding and the promising plans for coaching comprehension. It also exposes the policies acknowledged by the National Reading Panel as the most excellent or most hopeful schemes for instructing comprehension simultaneously describing each plan (Birsh 377).
The title of Chapter 15 is Teaching Handwriting by Beverly J. Wolf. It involves the phases of handwriting development and the significance of handwriting instruction in early education and in remediation. It offers a concise history of handwriting instruction and the syndromes that can cause difficulties with handwriting. It also provides the research evidence that supports the efficiency of handwriting instruction and the strategies and procedures for teaching handwriting and about keyboarding and other assistive technology. It also shows how handwriting instruction support literacy acquisition and why manuscript print forms are usually used in beginning handwriting instruction. From this chapter one can also learn the advantages of teaching cursive handwriting forms and the subsequent development stages of learning handwriting. The author has also generated factors that should be considered in the order of presentation of letters for handwriting in cursive and in manuscript print form and lessons that involves the introduction of a new letter, and describe a lesson that involves practice with previously introduced letters (Birsh 413).
In conclusion, Birsh has done well to present various issues surrounding Multisensory learning that are useful for gaining information both to the children and to teachers. As a result, this book is informative and instructional and can be used by both learners and teachers to help in understanding the right principles of reading and learning.
Works Cited:
Birsh Judith R. Multisensory Teaching of Basic Language skills, second edition. New York: Brookes Publishing Company, 2005.
