- #Multisensory teaching approach training how to#
- #Multisensory teaching approach training registration#
#Multisensory teaching approach training how to#
The multisensory approach was designed to teach individuals with dyslexia how to read but can support the literary success of other diverse learners. The theory behind them is that, by incorporating tactile, visual, kinesthetic and auditory input into the learning process, the students process the information differently than traditional reading instruction. Multisensory reading programs are in high demand for students who are not able to learn to read without explicit instruction.
#Multisensory teaching approach training registration#
has successfully completed the Alliance National Registration Examination for Multisensory Structured Language Education Therapist Level administered by the Academic Language Therapy Association (ALTA).Why are multisensory reading programs important?.has completed at least 10 demonstration lessons of the practice of multisensory structured language education, each observed by an instructor from a training program that meets the requirements of the licensing rules and.has completed at least 700 hours of supervised clinical experience in multisensory structured language education.has completed at least 200 hours of course work in multisensory structured language education from a training program that meets the requirements of the licensing rules.holds a MASTER’S degree (or a more advanced degree) from a regionally accredited public or private institution of higher education.has successfully completed the Alliance National Registration Examination for Multisensory Structured Language Education Associate/Teaching Level administered by the Academic Language Therapy Association (ALTA).has completed at least 5 demonstration lessons of the practice of multisensory structured language education, each observed by an instructor from a training program that meets the requirements of the licensing rules and.has completed at least 60 hours of supervised clinical experience in multisensory structured language education.has completed at least 45 hours of course work in multisensory structured language education that meets the requirements of the licensing rules.holds a BACHELOR’S degree (or an advanced degree) from a regionally accredited public or private institution of higher education.Source: Linda Sullivan Quality Educational Services Thorough teaching of the phonetic structure of the language provides these children with a framework for successful reading and spelling. Many Districts also use multisensory Teaching Approach (MTA) as the remediation program for students in Special Education with a general reading learning disability as well as those identified as having Dyslexia in Special Education.Īdditionally, MTA is an appropriate Response-to-Intervention to use for struggling readers who are not progressing as expected. In fact, the descriptors for remediation were based on this curriculum. The MTA curriculum meets all state requirements as an exemplary choice for the remediation of dyslexia. Margaret Taylor Smith developed Multisensory Teaching Approach (MTA) in the mid 80's as a refined and more “teacher friendly” curriculum that enhances and further develops Alphabetic Phonics by teaching for mastery. Titled Alphabetic Phonics because it is based on the alphabet symbol system, it teaches the science of the written language and addresses reading, handwriting, and spelling. This program is an Orton-Gillingham multisensory approach to teaching reading that combines Visual, Auditory and Kinesthetic (or muscle) instruction. Lucius Waites as they developed the Alphabetic Phonics program. It follows research begun at Texas Scottish Rite Hospital in 1965 by Aylett R. Multisensory Teaching Approach is a program for the remediation of Dyslexia and other reading disabilities. Oral language skills are often stronger than written language skills Slow, inaccurate labored reading (lacking fluency)ĭifficulty acquiring age appropriate sight words recognition skills (visual coding)ĭifficulty acquiring and using oral languageĭifficulty naming colors, objects, and letters rapidly, in a sequence Limited reading comprehension due to weak decoding and/or word recognition and fluency skillsĭifficulty in phonological awareness, including segmenting, blending and manipulating sounds in wordsĭifficulty mastering the alphabetical principle and basic decoding skills (sounds to letters) Needs to see or hear concepts many times to learn themĭifficulty acquiring and using written languageĭifficulty learning and retaining multi-syllabic vocabulary Weak memory for lists, directions, or facts Thinks in pictures, not words and solves problems in unusual waysĮxhibits inconsistencies between potential and performance