Multisensory Alphabet Instruction for English Monolingual and Emergent Bilingual Children

• In Event: Becoming Literate: The Science of Teaching Reading

Abstract

We investigated the impact of multisensory alphabet instruction on the alphabet learning of English monolingual and emergent bilingual (EB) children aged 3:5 to 5:5 years old, compared to non-multisensory alphabet instruction. We also investigated whether children’s language status moderated the impact of multisensory alphabet instruction. We used a within-subjects experimental research design. We enrolled 36 children; each received 1:1 alphabet instruction on two sets of four letters, either using a multisensory or non-multisensory approach, with a final set of four letters serving as a control. Results showed that young children benefited from explicit and systematic alphabet instruction, whether multisensory or non-multisensory, regarding improving their lowercase letter knowledge. EB and English monolingual children experienced a similar benefit from alphabet instruction.

Authors

• Somin Park, The University of Hong Kong

• Shayne B. Piasta, The Ohio State University

• Peter Sayer, The Ohio State University