DOCUMENT RESUME

ED 432 388 PS 027 771

AUTHOR Moustafa, Brenda Martin

TITLE Multisensory Approaches and Learning Styles Theory in the
Elementary School: Summary of Reference Papers.
PUB DATE 1999-00-00
NOTE 12p.
PUB TYPE Reports Descriptive (141)
EDRS PRICE MF01/PC01 Plus Postage.
DESCRIPTORS *Cognitive Style; Educational Theories; Elementary
Education; Elementary School Students; Instructional
Effectiveness; *Multisensory Learning; Reading Instruction;
Teaching Methods; *Theory Practice Relationship

ABSTRACT
Multisensory approaches and learning styles theories have
been found to be effective in developing strategies to teach diverse learners
in the elementary school setting. This paper examines how learning styles
theory is related to multisensory approaches to teaching, describes a
multisensory approach and the reading styles method, and discusses how
educational programs using these approaches have been effective in improving
student achievement. The paper concludes with recommendations for teachers to
identify their students' learning styles and take them into consideration
when designing instruction, and for administrators to provide training about
learning styles and multisensory approaches. (KB)

********************************************************************************
* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
 U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
)<This document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.

e Points of view or opinions stated in this

document do nM necessarlly represent
official OERI position or policy.

Multisensory Approaches and

Learning Styles Theory
00
00
(,)
in the
Elementary School:
Summary of Reference Papers
L14

Brenda Martin Moustafa

EDEL 695
Dr. Lass
Spring 1999

PERMISSION TO REPRODUCE AND

DISSEMINATE THIS MATERIAL HAS
BEEN GRANTED BY

151-exv&Q, esi
Ste..c
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
1

BEST COPY VM LE
 TABLE OF CONTENTS

INTRODUCTION 2

MULTI-SENSORY APPROACHES AND LEARNING THEORY 3

How IS LEARNING STYLES THEORY RELATED TO MULTI-SENSORY APPROACHES TO TEACHING? 3

What is reading styles method? 3

What is a multisensory approach? 4

How HAVE EDUCATIONAL PROGRAMS THAT USE LEARNING STYLES THEORY AND MULTISENSORY

APPROACHES BEEN EFFECTIVE IN IMPROVING STUDENT ACHIEVEMENT? 5

Wilson Elementary 5

Reading Styles Theory: Effective Programs 6

Ineffective Programs 7

CONCLUSIONS 8

RECOMMENDATIONS 9

REFERENCES 10

3
 2

INTRODUCTION

According to Carbo (1996), "At present, only one-third of U.S. students read at

levels that are likely to assure them academic success and good jobs. Nearly the same

number of students cannot function even at the most basic level of literacy" (p. 8). Why

are these students not learning the basics? Recently, this has been the focus of many

politicians' political agendas. Schools and educators have been criticized for failing to

teach the nation's children to read, write, and do math. In the last few years, educators

have been addressing this disturbing news so as to identify ways to improve student

achievement. Researchers have investigated the reasons why students are not achieving.

This research has found that a number of factors, such as socioeconomic status, cultural

diversity, and parental input, influence the academic success of students. Furthermore,

the research has found that many diverse students learn differently. "Ample evidence

suggests that business as usual the traditional teacher-directed classroom with lectures,

board work, and worksheets has not worked for youngsters who are in the bottom third

academically, many of whom are poor, minority, or immigrant students" (Carbo, p. 8).

Researchers have identified methods to effectively teach diverse learners who do

not achieve in settings that use traditional methods. In investigating effective strategies

to teach diverse learners, multisensory approaches and learning styles theory have been

found to be effective. As educators begin to consider using multisensory approaches and

learning styles theory in their educational program, they may have questions and

concerns. Current research has helped teachers to answer some of these questions.

Research by Carbo (1996), Stone (1992), Sudzina (1993), and Murphy (1997) help

educators to understand:

4
 3

How is learning styles theory related to multi-sensory approaches to teaching?;

What is a multisensory approach?;

What is reading styles method?;

How have educational programs that use multisensory and learning styles theory

approaches been effective in improving student achievement?

MULTISENSORY APPROACHES AND LEARNING THEORY

How is learning styles theory related to multisensory approaches to teaching?

In learning styles theory, the educator looks at the individual student and

identifies the student's preferred styles or intelligences to learn. The educator uses a

learning styles inventory to assess which learning styles and intelligences lead the student

to succeed and which don't. The teacher then tries to design learning activities that

integrate the student's learning styles.

What is reading styles method?

Learning styles theorists have identified another form of learning styles to be

reading styles. "Reading styles has been defined by Carbo (1980b, 1982) as an

individual's learning style when he or she reads, and can include environmental,

emotional, sociological, physiological, and psychological stimuli" (Sudzina, 1993, p. 2).

According to Carbo (1996), the different reading styles are visual, auditory, tactile,

kinesthetic, global, and analytic. Carbo explains:

5
 4

Our individual reading styles predispose us to learn easily by using a particular

reading technique. The problem is that different reading methods and materials

demand different strengths of the learner. If a student has the strengths, a match

occurs, and he or she learns to read easily and enjoy. If, however, there is a

mismatch between the students and the approach, the instruction itself will hinder

the youngster's learning to read (p. 9).

When using the reading styles method, a Reading Styles Inventory is used to produce "a

profile describing a child's strengths and the best way of teaching that child to read"

(Carbo, p. 9). Learning activities are then designed to meet the different students'

individual reading style preferences so that they will have success when learning to read.

What is a multisensory approach?

A multisensory approach, "also known as VAKT (visual-auditory-kinesthetic-

tactile) implies that students learn best when information is presented in different

modalities (Mercer & Mercer, 1993)" (Murphy, 1997, p. 1). The belief is that students

learn a new concept best when it is taught using the four modalities. A multisensory

approach is one that integrates sensory activities. The students see, hear, and touch.

"Activities such as tracing, hearing, writing, and seeing represent the four modalities"

(Murphy, p. 1). For example, to teach spelling Graham and Freeman (1986) use a

strategy that incorporates the four modalities (Murphy). Students say the word, write the

word, check the word, trace the word, write the word from memory and check, and then

repeat the entire process (Murphy). In essence, a multisensory approach incorporates the

learning styles for visual, auditory, kinesthetic, and tactile learners. This approach doesn't

6
 5

single out a specific learning style for a specific student. A multisensory approach is an

eclectic approach that teaches all children regardless of their preferred learning style

(Murphy, p. 19). Ideally, all four learning styles should be addressed equally. Still,

"Blau and Loveless (1982) suggest that we emphasize the visual component of VAKT

too much" (Murphy, p. 15).

How have educational programs that use learning styles theory and multisensog
approaches been effective in improving student achievement?

Wilson Elementary

Some educational programs have effectively adopted learning styles theory and

multisensory approaches. Wilson Elementary School is one example (Stone, 1992).

Wilson Elementary, under the direction of Pete Stone, adopted a school wide program

that is learning styles driven. After working to meet the students' individual learning

style, the school saw "dramatic increases in standardized test scores (from the 20th and

30th percentiles to the 50th, 60th, and even the 70th percentiles in math and science)"

(Stone, p.35). In addition there were fewer discipline problems because students were

motivated and felt their needs were being met. Stone reflects, "Discipline was

unbelievably good, and we could see significant improvements not only in students'

achievement, but in their attitudes toward learning" (p. 36).

Teachers at Wilson have worked to create a learning environment sensitive to the

student's needs. The program now takes into consideration whether the student is global

or analytic, and addresses "mobility, perceptual strengths, environmental preferences, and

sociological groupings" (Stone, 1992, p. 35). In the Wilson program, students are given a

7
 6

Learning Styles Inventory to assess their learning strength and weaknesses (Stone). The

school staff works as a group to meet the needs of all the learners by grouping "students

according to tactile/kinesthetic or auditory strengths" (Stone, p. 36). Teachers then

design learning activities that integrate the preferred styles of the students. Additionally,

the teachers have revised curriculum to integrate the preferred learning styles.

Furthermore, the staff "redesigned every classroom to respond to individual students'

needs for sound, light, seating, and mobility" (Stone, p. 35). In addition, teachers play

soft background music, provide low light and informal seating, and even permit juice and

raw vegetables in their classrooms (Stone). Even the instructional schedule has been

adjusted "to permit as many children as possible to be taught at their best time of day"

(Stone, p. 35).

Reading Styles Theory: Effective Programs

Carbo (1996) provides examples of programs that have successfully used the

Reading Styles model to improve students' reading. In Texas, Margil Elementary moved

from 61st place to 9th place academically among the 65 elementary schools in the district.

Rural schools in the poverty area of Bledsoe County, Tennessee, increased their stanine

scores from 3 in reading to state and national averages (Snyder, 1994, as cited in Carbo).

"In Tucson's Canyon del Oro High School, 33 special education students made average

gains of nearly 2 years (or 12 NCEs) in reading comprehension in just four months"

(Queiruga, 1992, as cited in Carbo, p. 8).

In explaining the successes of these programs, Carbo (1996) explains that "At all

of the schools, teachers based their styles of reading instruction on each student's

8
 7

strengths and needs. In other words, students drove instruction" (p. 8). According to

Carbo, all of the programs are effective because they identify students' strengths, match

reading methods, materials, and strategies to those strengths, and provide sufficient

modeling and demonstration of reading. The teachers who use the Reading Styles

method "use well-written, high-interest materials and encourage students to read and

learn in comfortable, relaxed environments in a variety of individualized and group

settings" (Carbo, p. 9). These programs are successful at doing as Carbo recommends:

"As educators, we need at learn a wide variety of instructional techniques, adapting them

to individual students' strengths. We must also help young people feel relaxed, receptive,

and open to learning" (p. 13). The methods and materials used for instruction in these

programs play the most integral role in improving reading (Barber and Carbo, (1994) as

cited in Carbo, 1996).

Ineffective Programs

Sudzina (1993) studied a group of second-graders to investigate "the relationship

among reading styles instructional method and reading achievement" (p. 2). Sudzina

concluded that many teachers of young readers are unaware of the influences of learning

preferences upon success. Often times, when instructing, teachers only address one or

two learning styles preferences. Thus, students who are not good readers have less

chance of succeeding because, often times, their reading styles are not addressed.

"According to the RSI (Reading Styles Inventory) profiles of the young readers in this

study, a variety of global, multisensory methods and materials that matched the subjects'

styles should have been used in addition to basal instruction" (Sudzina, p. 17).

9
 8

CONCLUSIONS

As educators work to help students achieve in school, many have adopted

educational programs that consider learning styles theory and multisensory approaches to

teaching. Learning styles theory holds the belief that individual students are successful in

learning with different learning styles. Not all students learn well using the same learning

style. Carbo (1996) explains that reading styles are a form of learning styles for the area

of reading. Stone (1992), Sudzina (1993), and Carbo discuss how teachers need to

identify which learning styles work effectively with which students. Teachers must then

base instruction on the learning styles. A multisensory approach does not identify a

particular style for a particular student. Murphy (1997) explains how a multisensory

approach, also known as VAKT, integrates the visual, auditory, kinesthetic, and tactile

learning styles to teach all students a concept. To be most effective, each of the learning

styles needs to be used equally in instruction.

Numerous programs have had success using learning styles theory. Student

achievement has improved. Stone (1992) and Carbo (1996) suggest that there are a

number of reasons why such programs have had success. First, teachers identify the

students' learning style strengths. Second, the educators match instructional methods,

strategies, and materials to the different students' strengths. Third, teachers provide

sufficient modeling. Fourth, students are encouraged to learn in comfortable, relaxed

environments in a variety of individualized and group settings.

10
 9

RECOMMENDATIONS

Increasing the reading ability of the bottom third of our students lies at the heart

of our nation's most pressing educational and social imperatives. Unless we learn

how to teach those youngsters to read well, the United States will face an ever

more difficult battle economically and socially (Carbo, 1996, p. 13).

Carbo's words are powerful. They remind all educators that they have a

responsibility to help all students achieve. This means that teachers must help the lower

achieving students to succeed. Teachers can not rely on the textbook and board methods

because these methods have not been successful with a third of the nation's learners.

Educators must become educated about learning styles theory and apply these theories to

their teaching. Teachers must identify the learning styles of their students and take into

consideration those learning styles when designing instruction. In addition, it appears

many educational programs have had success when teachers work collaboratively to

really meet the learning needs of their students. Thus, principals and school leaders

should provide trainings about learning styles and multisensory approaches and provide

teachers the time to collaborate. Educational programs which have adopted learning

styles theory have had success in improving student achievement. Researchers should

continue to identify such programs and study what makes such programs effective. In

addition, more research needs to be made to assess the success of programs that use

multisensory approaches.

11
 10

REFERENCES

Carbo, Marie. (1996, February). Reading styles: High gains for the bottom third.
Educational Leadership 53 (5), p. 8-13.

Murphy, Nancy. (1997, May). A multisensory vs. conventional approach to teaching

spelling. Unpublished masters thesis, Kean College, New Jersey, USA. (Eric
Document Reproduction Service No. ED 405 564)

Stone, Peter. (1992, November). How we turned around a problem school. The problem
wasn't our students couldn't learn; it was that we didn't know how to teach them.
Principal, p. 34-36.

Sudzina, Mary. (1993). An investigation of the relationship between the reading styles
of second-graders and their achievement in three basal reader treatments. (Eric
Document Reproduction Service No. ED353 569)

12
 0
U.S. Department of Education
Office of Educational Research and Improvement (OERI)
National Library of Education (NLE)
Educational Resources Information Center (ERIC)
RI
REPRODUCTION RELEASE
(Specific Document)

I. DOCUMENT IDENTIFICATION:
Title: Mli )t v)S0 ry Ap roccckes cY cl Lea 1e5 --n-Leo'ry
vv e_ Ei eKvIzitrArx 5c 1,1001 withary )2efe r-ereince:Pcceers
Author(s): 'Br e Vida Martin Mcusia
Corporate Source: Publication Date:

1(:319

II. REPRODUCTION RELEASE:

In order to disseminate as widely as possible timely and significant materials of interest to the educational community, documents announced in the
monthly abstract journal of the ERIC system, Resources in Education (RIE), are usually made available to users in microfiche. reproduced paper copy,
and electronic media, and sold through the ERIC Document Reproduction Service (EDRS). Credit is given to the source of each document, and, if
reproduction release is aranted. one of the following notices is affixed to the document.

If permission is granted to reproduce and disseminate the identified document, please CHECK ONE of the following three cotions and sign at the bottom
of the pace.

The samcle sticker shown below will be The sample sticker shown below will be The sarnsie sticker shown below will be
affixed to al Level I documents affixed to all Level 2A documents atm: to al Level 28 documents
=ERMISZON TO REPRODL:OE.,-NO
PERmISS;CN TO REPRODUCE AND DISSEMINATE THIS MATERIA'
DISSEMINATE THE MATERIAL !-:AE MICROFICI-.E. ANC :!: ELECTRC VC MEDIA
EEEN GRANTED EY 27: EF.!O COLLE:T:CN SL:3SOSiEE2:S ONLY.

EDUCATIONAL RESOURCES TC- E:L.CCNAL 7-4.ESCL.FCES FcEE.:UPC'Ei

:NFOS!.1);7;ON CENTER ;ERiC; iNFORMATiC-N CENTER .'EF-\ 'C'

Level 1 Level 2A 13

t)
Check here for Level I release, permitting reproduction Check here for Level 2A release, permitting reproduction Check here for Level 28 release, permitting
and disserronaton in microfiche or other ERIC archival and dissemination in microfiche and in electronic media reproduon arta dissemination in microfiche only
mettra (e.g.. electronic) and paper copy. for ERIC archival collection subscribers only

Doantents will be processed as indicated provided reproduction quality permits.

If permission to reproduce is granted, but no box is checked, documents will be processed at Levei 1.

I hereby grant to the Educational Resources Information Center (ERIC) nonexclusive permission to reproduce and disseminate this document
as indicated above. Reproductioh from the ERIC microfiche or electronic media by persons other than ERIC employees and its system
contractors requires permission from the copyright holder. Exception is made for non-profit reproduction by libraries and other service agencies
to satisfy information needs of educators in response to discrete inquiries.

'3221Sign Printed NameiPositioniTitle

here,-i
Orpricaton/AOcress:
3repielA ri-l'il bfeatel fit/ reileellir
Teieohone: FAX
please j 6555 ritiVi ton Vil ( 71A0 75ciei -3d.D-0
Hi.mnLreti,h tia7 E-Mail Address: Cate

(over)
 01 DOCUMENT AVAILABILITY INFORMATION (FROM NON-ERIC SOURCE):
If permission to reproduce is not granted to ERIC, Or, if you wish ERIC to cite the availability of the document
from another source,please
provide the following information regarding the availability of the document. (ERIC will not announce
a document
available, and a dependable source can be specified. Contributors should also be aware that ERIC selection criteria
unless it is publicly
stringent for documents that cannot be made available through EDRS.) are significantly more

Publisher/Distributor:

Address:

Price:

IV. REFERRAL OF ERIC TO COPYRIGHT/REPRODUCTION RIGHTS

HOLDER:
If the riaht to grant this reproduction release is held by someone other than the
address: addressee, please provide the appropriate name and

Name:

Address:

V. WHERE TO SEND THIS FORM:

Send this form to the following ERIC Clearinghouse:

However, if solicited by the ERIC Facility, or if making an unsolicited contribution

contributed) to: to ERIC, return this form (and the document being

ERIC Processing and Reference Facility

1100 West Street, 2nd Floor
Laurel, Maryland 20707-3598

Telephone: 301-4974080
Toll Free: 800-799-3742
FAX: 301-953-0263
e-mail: encfac@ineLed.gov
WWW: http://ericfac.piccard.csc.com
EFF-088 (Rev. 9/97)
PREVIOUS VERSIONS OF THIS FORM ARE OBSOLETE.