The Influence Of Multisensory Language Instruction On Reading Proficiency Among Struggling Learners In Educational Contexts

Abstract

This research investigates the impact of multisensory instructional techniques on improving literacy skills among non-readers in educational environments. Acknowledging the critical importance of literacy for academic achievement and the differing levels of learner preparedness, this study seeks to fill the gaps in current reading instruction practices. The research was carried out at Erridouane Secondary School, with students and educators chosen through targeted sampling methods. Interviews were conducted to collect data, which was then subjected to thematic analysis, revealing the complex and expansive nature of literacy that goes beyond conventional notions of reading and writing. Learners highlighted the necessity for personalized, multimodal teaching strategies, emphasizing the significant influence of reading on cognitive, emotional, and learning preferences. These findings were corroborated by educators, who stressed the importance of using varied materials, incorporating multisensory storytelling, and acknowledging diverse perspectives in the approach to reading instruction. A significant strength of this research lies in its emphasis on individualized strategies for non-readers, promoting inclusive practices within education. Nevertheless, the study recognizes its limitations in terms of scope and the breadth of perspectives included, indicating the importance of future research that encompasses a broader range of viewpoints and contexts. Ultimately, the research highlights the critical need for customized multisensory instructional approaches to effectively tackle the literacy challenges encountered by non-readers, advocating for a deeper and more comprehensive understanding of literacy in educational environments.