theoretical support for MSLE is found in the nature of
Front
memory itself
Back
Orton (19280 called for education methods
Front
based on simultaneous association of visual, auditory, and kinesthetic fields
Back
Montessori, strauss and lehtinen, fernald and Keller believed that
Front
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
Back
Orton stressed the unity of the language system
Front
and its sensorimotor connections and stated that listening, speaking, reading and writing were interrelated functions of language that must be taught in tandem
Back
MSLE does not mean
Front
multimedia
Back
these parts of memory are evident in experiments
Front
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
Back
Nat. reading panel, chall, adams concluded that
Front
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
Back
items such as names of letters, individual speech sounds (phonemes) and words are represented in
Front
the phonological memory store as a set of distinctive features.
Back
poor decoding leads to problems with
Front
comprehension, and too much energy is used to recode the message
Back
the left angular gyrus is the primary
Front
location for translating visual-orthographic information into the phonological representations linking symbol to sound
Back
neurobiological mechanisms by which changes are achieved
Front
are largely unknown
Back
processing proceeds
Front
simultaneously and interactively even through specific modules or neural connections are highly specialized for processing jobs.
Back
Fernald 1943
Front
with gillingham one of first multi sensory teaching guides. VAKT 1960
Back
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
Front
the use of a kinesthetic modality of tracing letters
Back
Beginning readers must be aware that words are made up of
Front
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.
Back
Multisensory structural language education (MSLE) (misunderstood)
Front
share a believe in linking eye, ear, voice and hand in symbolic learning
Back
MSLE --method of teaching who
Front
learning disabled
Back
children with poor phonological processing show reduced
Front
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
Back
in FMRI show
Front
concrete evidence of how the brain is organized for reading tasks. multiple sites and connections among those sites are activated during reading
Back
underactivation of left hemisphere language areas and abnormal activation patterns continue to characterize
Front
dyslexic adults even though they have learned to read reasonably well
Back
While the advocates of MSLE were unable to prove their strategies
Front
strauss and lehtinen even said that the effect attributed to multisensory teaching could be a primary consequence of augmented attention
Back
control processes such as selective attention and verbal rehearsal or use of imagery are features of
Front
working memory
Back
the articulatory control process is central
Front
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
Back
specialized storage mechanisms include
Front
phonological loops that can store bits of speech information as they are being processed and
visuospatial loop that can store print or graphic information
Back
The advocates of MSLE emphasized the importance of
Front
language components and systematic, sequential, organized teaching
Back
dyslexic readers also overrely on the
Front
right cerebral hemisphere
Back
MSLE two or more senses used simultaneously
Front
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
Back
educational psychologists of the late 19th century
Front
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.
Back
Messages from print are process in the visual (occipital)cortex, then
Front
the left angular gyrus which is linked to the left hemisphere's speech-processing centers
Back
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
Front
there was little empirical evidence to support the techniques' theoretical premises
Back
it is the idea that learning through all senses is helpful in
Front
reinforcing memory
Back
Torgesen (1996) found that the phonological loop
Front
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
Back
1996 Wagner stated that short term memory and long term memory
Front
are not separate functions that reside in separate circuits
Back
poor readers are marked by a weakness in
Front
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.
Back
multisensory is used generically to refer to any learning activity that includes
Front
at least two or more sensory modalities simultaneously to take in or express information
Back
MSLe is one dimension of the practices and approaches useful with students who have difficulty language learning
Front
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.
Back
rather short term memory or working memory
Front
is most likely the temporary activation of selected and established long term memory stores which lasts as long as attention is focused on it.
Back
research has contributed an explanation of why phonics instruction is necessary and effective for children learning to read and spell an alphabetic orthography.
Front
skilled reading requires accurate processing of the internal details of words--their phonological, morphological, and orthographic features
Back
19th century medical literature also contained discussion of by-pass strategies for those who lost ability to read
Front
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
Back
example of MSLE to learn alphabet
Front
learn letters by feeling, naming, and matching three dimensional forms or tracing letters on rough surfaces
Back
MSLE pertains to techniques for novice or poor readers that involve
Front
visual, auditory, tactile-kinesthetic, and/or articulatory-motor components in the carefully sequenced teaching of language structure.
Back
MSLE emphasizes as well
Front
the necessity of systematic, cumulative, direct and sequential ( alliance for accreditation and certification of structured language education (2003)