Multisensory structured language education (ch 2 Birsh)

Multisensory structured language education (ch 2 Birsh)

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Section 1

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theoretical support for MSLE is found in the nature of

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Date created

Mar 14, 2020

Cards (42)

Section 1

(42 cards)

theoretical support for MSLE is found in the nature of

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memory itself

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Orton (19280 called for education methods

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based on simultaneous association of visual, auditory, and kinesthetic fields

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Montessori, strauss and lehtinen, fernald and Keller believed that

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muscle memory was tenancious and fernald asserted the need for tactile experience in word learning and reported the learning rate to be much more rapid when finger tracing was used than when a stylus or pencil was used

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Orton stressed the unity of the language system

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and its sensorimotor connections and stated that listening, speaking, reading and writing were interrelated functions of language that must be taught in tandem

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MSLE does not mean

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multimedia

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these parts of memory are evident in experiments

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that shows it is easier to integrate multiple sources of information during learning when the material is physically integrated auditorily and visually that when information is presented to each modalities separately

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Nat. reading panel, chall, adams concluded that

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direct, systematic teaching of phonics for beginning and remedial readers along with much practice in text reading and instruction in various comprehension skills so all students could be successful

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items such as names of letters, individual speech sounds (phonemes) and words are represented in

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the phonological memory store as a set of distinctive features.

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poor decoding leads to problems with

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comprehension, and too much energy is used to recode the message

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the left angular gyrus is the primary

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location for translating visual-orthographic information into the phonological representations linking symbol to sound

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neurobiological mechanisms by which changes are achieved

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are largely unknown

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processing proceeds

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simultaneously and interactively even through specific modules or neural connections are highly specialized for processing jobs.

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Fernald 1943

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with gillingham one of first multi sensory teaching guides. VAKT 1960

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consistent with this theory is the education of those who loss of the acquired reading ability as a result of impaired visual memory in adults with brain injury could be bypassed through

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the use of a kinesthetic modality of tracing letters

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Beginning readers must be aware that words are made up of

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individual speech sounds (phonemes). they must be able to represent in their minds the linguistic structure of words they are learning to read, primarily at the phoneme level but at other levels of language structure as well, especially morphology or the meaningful parts of words.

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Multisensory structural language education (MSLE) (misunderstood)

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share a believe in linking eye, ear, voice and hand in symbolic learning

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MSLE --method of teaching who

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learning disabled

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children with poor phonological processing show reduced

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cerebral blood flow in the left frontal and temporal cortices where incoming language is coded and interpreted and and reduced activation of language areas normally involved in reading activity

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in FMRI show

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concrete evidence of how the brain is organized for reading tasks. multiple sites and connections among those sites are activated during reading

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underactivation of left hemisphere language areas and abnormal activation patterns continue to characterize

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dyslexic adults even though they have learned to read reasonably well

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While the advocates of MSLE were unable to prove their strategies

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strauss and lehtinen even said that the effect attributed to multisensory teaching could be a primary consequence of augmented attention

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control processes such as selective attention and verbal rehearsal or use of imagery are features of

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working memory

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the articulatory control process is central

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not peripheral in its location and function. it is functionally dissociated from the parts of the the brain that control speech musculature and t he peripheral hearing mechanism

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specialized storage mechanisms include

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phonological loops that can store bits of speech information as they are being processed and visuospatial loop that can store print or graphic information

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The advocates of MSLE emphasized the importance of

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language components and systematic, sequential, organized teaching

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dyslexic readers also overrely on the

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right cerebral hemisphere

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MSLE two or more senses used simultaneously

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example of use of senses simultaneously: if learning a sound-symbol association children are looking at a letter while an auditory reinforcement is to listen and hear the sound and identify its symbol

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educational psychologists of the late 19th century

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promoted the theory that all senses, including the kinesthetic sense are involved in learning. it is essential for forming a visual image of the object.

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Messages from print are process in the visual (occipital)cortex, then

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the left angular gyrus which is linked to the left hemisphere's speech-processing centers

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in 1979 bryant's review of MSLE concluded that despite the widespread inclusion of MSLE in remedial programs for dyslexic students and the belief by the practitioners that they worked

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there was little empirical evidence to support the techniques' theoretical premises

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it is the idea that learning through all senses is helpful in

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reinforcing memory

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Torgesen (1996) found that the phonological loop

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includes a phonological memory store to hold speech information for a brief period while the speech is being interpreted and an articulatory control process that activates speech motor programs

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1996 Wagner stated that short term memory and long term memory

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are not separate functions that reside in separate circuits

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poor readers are marked by a weakness in

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phonemic awareness, slow and inefficient decoding skills, inaccurate spelling and related language processing difficulties. poor readers' problems are linguistic in nature. and are related both to inaccurate and inefficient linguistic coding.

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multisensory is used generically to refer to any learning activity that includes

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at least two or more sensory modalities simultaneously to take in or express information

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MSLe is one dimension of the practices and approaches useful with students who have difficulty language learning

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Fernald (1943) and orton-gillingham emphasized the core content for instruction is the carefully sequenced teaching of the structure and use of sounds, syllables, words, sentences and written discourse.

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rather short term memory or working memory

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is most likely the temporary activation of selected and established long term memory stores which lasts as long as attention is focused on it.

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research has contributed an explanation of why phonics instruction is necessary and effective for children learning to read and spell an alphabetic orthography.

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skilled reading requires accurate processing of the internal details of words--their phonological, morphological, and orthographic features

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19th century medical literature also contained discussion of by-pass strategies for those who lost ability to read

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hinshelwood was the first physician to advocate a specific instructional approach for written language disorders in children identified as "word blind" which he believed was due to underdeveloped or injured brain

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example of MSLE to learn alphabet

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learn letters by feeling, naming, and matching three dimensional forms or tracing letters on rough surfaces

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MSLE pertains to techniques for novice or poor readers that involve

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visual, auditory, tactile-kinesthetic, and/or articulatory-motor components in the carefully sequenced teaching of language structure.

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MSLE emphasizes as well

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the necessity of systematic, cumulative, direct and sequential ( alliance for accreditation and certification of structured language education (2003)

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