Multisensory learning

Multisensory learning is the assumption that individuals learn better if they are taught using more than one sense (modality).[1][2][3] The senses usually employed in multisensory learning are visual, auditory, kinesthetic, and tactile – VAKT (i.e. seeing, hearing, doing, and touching). Other senses might include smell, taste and balance (e.g. making vegetable soup or riding a bicycle).[4]

Multisensory learning is different from learning styles which is the assumption that people can be classified according to their learning style (audio, visual or kinesthetic). However, critics of learning styles say there is no consistent evidence that identifying an individual student's learning style and teaching for that style will produce better outcomes. Consequently, learning styles has not received widespread support from scientists, nor has it proven to be effective in the classroom.[13] (For more on this see learning styles.)

Reports suggest the human brain has evolved to process multisensory signals, making it more natural than unisensory processing.[14] Recent research has made clear that multisensory processing of information is part of daily life, whereby the brain integrates the information from different modalities (senses) into a coherent mental perception.[15][16]

Benefits, effectiveness, and limitations

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Some studies conclude that the benefits of multisensory learning are greatest if the senses are engaged concurrently (see Multisensory integration) and the instruction is direct (explicit) and systematic (see Pre-attentive processing § Multisensory integration).[4] However, some neurologists question whether more is "actually better for learners who are struggling". The rationale is that learners with developmental disorders may have impairments in cognitive control, planning, and attention, so multisensory integration might place additional demands on systems that are already straining. Consequently, it is suggested that it may be better to narrow the alternatives to one that works.[17] Other studies suggest that multisensory integration only develops optimally by middle childhood (i.e. eight years of age or older).[18]

One of the oldest proponents of multisensory phonics for remedial reading instruction is Orton-Gillingham (OG), dating back to 1935. Amongst other approaches, it suggests the use of different mediums when teaching (e.g., sand, rice, or hair gel). What Works Clearinghouse, a part of the Institute of Education Sciences reports there is a lack of studies meeting its strict evidence standards so it is "unable to draw any conclusions about the effectiveness or ineffectiveness of unbranded Orton-Gillingham–based strategies for students with learning disabilities".[19] However, Best Evidence Encyclopedia,[20] a part of Johns Hopkins School of Education found one qualifying study that showed an effect size of +0.43, but it is not clear if this is because the instruction is also explicit and systematic.[21][22] A meta study in 2021 concluded that, although the mean ES was positive in favor, OG methods do not significantly improve outcomes for foundational skills, vocabulary, or comprehension.[23][24]

According to the U.K. Independent review of the teaching of early reading (Rose Report 2006) multisensory learning is also effective because it keeps students more engaged in their learning, however, it does not recommend a specific type of multisensory learning activity.[25] In 2010 the U.K. Department for Education established the core criteria for programs that teach school children to read by using systematic Synthetic phonics. It includes a requirement that the material "uses a multi-sensory approach so that children learn variously from simultaneous visual, auditory and kinaesthetic activities which are designed to secure essential phonic knowledge and skills".[26] There are other studies that support activity-based learning because it improves focus and memory retention.[27]

The following organizations recommend multisensory instruction for learners with a learning disability: The International Dyslexia Association (IDA)[28] and the National Institute of Child Health and Human Development (NICHD).[29] And one study says there is strong support for using multisensory experiences to increase the focus of students with special needs.[30]

A 2022 meta-analysis of studies related to the use of multi-sensory learning to teach children with or at risk for dyslexia does not suggest that multi-sensory instruction is more effective. Instead, it supports the use of limited and precious time on the key ingredient – instruction that is explicit and systematic.[31][32][33]

See also

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References

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  1. ^ "Multisensory instruction: what you need to know, Amanda Morin, www.understood.org". 5 August 2019.
  2. ^ "The New Handbook of Multisensory Processing, 2012, edited by Barry E. Stein, Professor and Chair of the Department of Neurobiology and Anatomy at Wake Forest University School of Medicine".
  3. ^ Chandrasekaran, C. (2017). "Computational principles and models of multisensory integration., Chandrasekaran C1.April 2017". Current Opinion in Neurobiology. 43: 25–34. doi:10.1016/j.conb.2016.11.002. PMC 5447489. PMID 27918886.
  4. ^ a b Rosenberg, Lisa (February 2015). The effects of multisensory, explicit, and systematic instructional practices on elementary school students with learning impairments in encoding and oral reading (PhD thesis). Northeastern University. hdl:2047/D20194142.
  5. ^ Riener, Cedar; Willingham, Daniel (2010). "Cedar Riener & Daniel Willingham (2010) The Myth of Learning Styles". Change: The Magazine of Higher Learning. 42 (5): 32–35. doi:10.1080/00091383.2010.503139. S2CID 144349329.
  6. ^ Willingham, Daniel T.; Hughes, Elizabeth M.; Dobolyi, David G. (2015). "The Scientific Status of Learning Styles Theories". Teaching of Psychology. 42 (3): 266–271. doi:10.1177/0098628315589505. S2CID 146126992.
  7. ^ "Teach learning skills not learning styles, Christine Harrington, March 24, 2014, Posted in: Curriculum and Programs, Curriculum Development". 2014-03-24. Archived from the original on 2018-11-19. Retrieved 2018-03-05.
  8. ^ Goswami, Usha (2006). "Neuroscience and Education, Usha Goswami - Neuromyths 2006". Nature Reviews Neuroscience. 7 (5): 406–413. doi:10.1038/nrn1907. PMID 16607400. S2CID 3113512.
  9. ^ Scudellari, Megan (December 2015). "The science myths that will not die, Nature Journal of Science, December 2015". Nature. 528 (7582): 322–325. doi:10.1038/528322a. PMID 26672537. S2CID 1414926.
  10. ^ Kirschner, Paul A. (March 2017). "Stop propagating the learning styles myth". Computers & Education. 106: 166–171. doi:10.1016/j.compedu.2016.12.006.
  11. ^ Lindsay Dodgson (5 April 2018). "There's Actually No Such Thing as Different 'Learning Styles', According to Science". ScienceAlert.
  12. ^ Husmann, Polly R.; O'Loughlin, Valerie Dean (2019). "Research:Another Nail in the Coffin for Learning Styles-Indiana University School of Medicine, 2018". Anatomical Sciences Education. 12 (1): 6–19. doi:10.1002/ase.1777. PMID 29533532. S2CID 3885672.
  13. ^ Sources:[5][6][7][8][9][10][11][12]
  14. ^ "Benefits of multisensory learning, 2008, Opinion - Trends in Cognitive Sciences is a peer-reviewed reviews journal published by Cell Press. Vol.xxx No.x, Ladan Shams and Aaron R. Seitz" (PDF).
  15. ^ Ghazanfar, A. A.; Schroeder, C. E. (2006). "Is neocortex essentially multisensory? Ghazanfar and Schroeder". Trends in Cognitive Sciences. 10 (6): 278–85. CiteSeerX 10.1.1.326.7032. doi:10.1016/j.tics.2006.04.008. PMID 16713325. S2CID 2218969.
  16. ^ Murray, M. M.; Thelen, A.; Thut, G.; Romei, V.; Martuzzi, R.; Matusz, P. J. (2016). "The multisensory function of the human primary visual cortex". Neuropsychologia. 83: 161–169. doi:10.1016/j.neuropsychologia.2015.08.011. PMID 26275965.
  17. ^ Reading at the Speed of Light: How we Read, why so many can't, and what can be done about it, 2017, page 303, Mark Seidenberg ISBN 978-1-5416-1715-5
  18. ^ Ernst, Marc O. (2008). "Multisensory Integration: A Late Bloomer, 2008". Current Biology. 18 (12): R519 – R521. doi:10.1016/j.cub.2008.05.002. PMID 18579094. S2CID 130911. Max Planck Institute for Biological Cybernetics, Spemannstr. 41, 72076 Tübingen, Germany
  19. ^ "Orton-Gillingham–based Strategies (Unbranded), Institute of Education Sciences and What Works Clearinghouse, July 2010" (PDF).
  20. ^ "Best Evidence Encyclopedia.org". Archived from the original on 2021-03-09. Retrieved 2020-05-01.
  21. ^ "Orton-Gillingham Approach, Best Evidence Encyclopedia, 2009" (PDF). Archived from the original (PDF) on 2019-08-19. Retrieved 2020-05-01.
  22. ^ "Effective Beginning Reading Programs: A Best-Evidence Synthesis, Best Evidence Encyclopedia, 2009" (PDF). Archived from the original (PDF) on 2020-02-15. Retrieved 2020-05-01.
  23. ^ Stevens, Elizabeth A; Austin, Christy; Moore, Clint (February 22, 2021). "Current State of the Evidence: Examining the Effects of Orton-Gillingham Reading Interventions for Students With or at Risk for Word-Level Reading Disabilities". NIH Pubmed. PMID 34629488.
  24. ^ Solari, Emily; Petscher, Yaacov; Hall, Colby (April 22, 2021). "What Does Science Say About Orton-Gillingham Interventions? An Explanation and Commentary on the Stevens et al. (2021) Meta-Analysis" (PDF).
  25. ^ "Final Report, Jim Rose,March 2006" (PDF).
  26. ^ "Phonics teaching materials: core criteria and the self-assessment process, Department for Education, 2010" (PDF).
  27. ^ Laura Baker (March 6, 2025). "Activate the Classroom: Tips for Incorporating Movement, Education week". Education Week.
  28. ^ "MULTISENSORY STRUCTURED LANGUAGE TEACHING, IDA". Archived from the original on 2018-01-21. Retrieved 2018-03-21.
  29. ^ "Interventions for Specific Learning Disabilities, nichd.nih.gov/health". 11 September 2018.
  30. ^ Thompson, Carla J. (2010-11-30). "Multi-Sensory Intervention Observational Research". International Journal of Special Education. 26 (1): 202–214.
  31. ^ Hall, Colby; Dahl-Leonard, Katlynn; Cho, Eunsoo (September 13, 2022). "Forty Years of Reading Intervention Research for Elementary Students with or at Risk for Dyslexia: A Systematic Review and Meta-Analysis, Reading research quarterly". Reading Research Quarterly. doi:10.1002/rrq.477.
  32. ^ Sarah Schwartz (June 19, 2025). "Popular Reading Programs Feature 'Multisensory' Instruction. Does It Help, Education week". Education Week.
  33. ^ LINDA KIMPTON (June 2, 2025). "Is the multisensory component of reading instruction necessary".
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