There is growing body of evidence supporting multisensory teaching. Current research, much of it supported by the National Institute of Child Health and Human Development(NICHD), converges on the efficacy of explicit structured language teaching for children with dyslexia. Young children in structured, sequential multisensory intervention programs, who were also trained in phonemic awareness, made significant gains in decoding skills. These multisensory approaches used direct, explicit teaching of letter-sound relationships, syllable patterns, and meaning word parts. Studies in clinical setting showed similar results for a wide range of ages and abilities.
The following approaches have been used in schools and clinics with students who exhibit symptoms associated with dyslexia:
- Alphabetic Phonics
- Project Read
- Barton Reading and Spelling System