Simultaneous Multisensory Education is for Every Teacher and Every Child.

Efficient teaching and learning comes from simultaneously stimulating a students audio, visual and kinesthetic learning modalities.

Additional Research & Information:

According to the International Dyslexia Association (IDA)

“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 words parts. Studies in clinical settings showed similar results for a wide range of ages and abilities.”

Our SMILA summer program was the subject of a research study and showed significant reading gains. It appeared in the peer-reviewed journal, Reading Improvement. The link to this study is here:

ERIC - EJ1095735 - The Effects of a Summer Reading Program Using Simultaneous Multisensory Instruction of Language Arts on Reading Proficiency, Reading Improvement, 2014 (ed.gov)

Blomert, L., and Froyen, D. Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), September 2010, pp. 195-204.

Shams, L., and Seitz, A.R. Benefits of multisensory learning. Trends in Cognitive Sciences, 60, November 2008, pp. 411-17.

Başar, E. The theory of the whole-brain-work. International Journal of Psychophysiology, 60, March 2006, pp. 133-38.

Minnesota Literacy Council. Multisensory Activities to Teach Reading Skills. Retrieved from mnliteracy.org: https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf

Blomert, L., and Froyen, D. Multi-sensory learning and learning to read. International Journal of Psychophysiology, 77(3), September 2010, pp. 195-204.

International Dyslexia Association. Multisensory Structured Language Teaching Fact Sheet. Retrieved from dyslexiaida.org: https://dyslexiaida.org/multisensory-structured-language-teaching-fact-sheet/.

Smith, G.J., Booth, J.R., and McNorgan, C. Longitudinal Task-Related Functional Connectivity Changes Predict Reading Development. Frontiers in Psychology, 60, September 2018.

The American Institutes for Research. Learning to Read with Multimedia Materials. Retrieved from ctdinstitute.org: https://www.ctdinstitute.org/sites/default/files/file_attachments/CITEd%20-%20Learning%20to%20Read%20with%20Multimedia%20Materials%20FINAL.pdf.

Minnesota Literacy Council. Multisensory Activities to Teach Reading Skills. Retrieved from mnliteracy.org: https://mnliteracy.org/sites/default/files/multisensory_techniques_to_teach_reading_skills.pdf.

More Clinical Studies of Multisensory Structured Language Education for Students with Dyslexia and Related Disorders:

Curtis W. McIntyre, Ph.D. and Joyce S. Pickering, LSH/CCC, MA, editors, 1995. International Multisensory Structured Language Education Council (IMSLEC)

An Evaluation of the Dyslexia Training Program: A Multisensory Method for Promoting Reading in Students with Reading Disabilities
T. Oakland, J. Black, G. Stanford, N. Nussbaum, and R. Balise, 1998.

Teaching Reading in an Inner City School through a Multisensory Teaching Approach. R. Malatesha Joshi, Mary Dahlgren and Regina Boulware-Gooden, 2002