The effectiveness of the Multisensory Method on Early Reading Ability in 6-7 Years Old Children

Zulhendri Zulhendri(1Mail), Jhoni Warmansyah(2),
(1) Pendidikan Guru Madrasah Ibtidaiyah, Institut Agama Islam Negeri Batusangkar, Indonesia
(2) Pendidikan Islam Anak Usia Dini, Institut Agama Islam Negeri Batusangkar, Indonesia

Mail Corresponding Author
Copyright (c) 2020 Zulhendri Zulhendri, Jhoni Warmansyah

DOI : https://doi.org/10.31004/obsesi.v5i1.568

Download Full Text:   [File Size  : 439KB]  Language : en
Received : 2020-05-30  |  Published : 2020-06-04

Abstract


Early reading is an important primary capital that students have in conducting their academic knowledge, but there are still many elementary school students who have not mastered the skills. Using the right reading method can support children's skills in reading. The purpose of the study is to determine the effectiveness of the Multisensory method on the early reading skills in 6-7 years old children of the State Elementary School 10 Ganting Bigau and the State Elementary School 19 Koto Tuo, the Sulit Air Village, District X Koto diatas, the Regency of Solok. Withdrawal of samples with simple random sampling technique. Data collection is conducted by adapting instruments from ERSI (The Early Reading Screening Instrument). The data analysis technique is an independent T-test that is to see a comparison of differences in the average score. The results showed that the Multisensory method was effective in developing early reading skills in Grade 1 students at elementary school. The use of multisensory reading methods can be an alternative to the choice of reading by the teacher in improving the student's initial reading.


Keywords


multisensory method; early reading ability; elementary school

References


Ardini, P., & Handini, M. (2018). The Influence of Instructional Method, Visual Spatial Intelligence, and School Readiness on Early Reading Abilities. Journal of Scientific Research and Reports, 17(4), 1–22. https://doi.org/10.9734/jsrr/2017/38737

Ayşe, O. ccedil, & Ali, A. (2016). The impact of self-regulated learning on reading comprehension and attitude towards Turkish course and metacognitive thinking. Educational Research and Reviews, 11(8), 523–529. https://doi.org/10.5897/ERR2016.2692

Campbell, M. L., Helf, S., & Cooke, N. L. (2013). Effects of adding multisensory components to a supplemental reading program on the decoding skills of treatment resisters. Education and Treatment of Children, 31(3), 267–295. https://doi.org/10.1353/etc.0.0003.

Chaudhry, A. S. (2014). Student response to e-books: Study of attitude toward reading among elementary school children in Kuwait. Electronic Library, 32(4), 458–472. https://doi.org/10.1108/EL-04-2012-0041

de Leeuw, L., Segers, E., & Verhoeven, L. (2016). Role of text and student characteristics in real-time reading processes across the primary grades. Journal of Research in Reading, 39(4), 389–408. https://doi.org/10.1111/1467-9817.12054

Horowitz-Kraus, T., Hutton, J. S., Phelan, K., & Holland, S. K. (2018). Maternal reading fluency is positively associated with greater functional connectivity between the child’s future reading network and regions related to executive functions and language processing in preschool-age children. Brain and Cognition, 121(December 2017), 17–23. https://doi.org/10.1016/j.bandc.2018.01.003

Jamaris, M., Edwita, Trisna, M., & Hartanti, W. (2016). Empowering Logical-Mathematical Intelligence o The Inclusive Group of the 4-6 Years Old Children through the Neurosensory Instructional Approach. American Journal Of Educational Research, 3(4), 427–438. https://doi.org/10.12691/education-4-10-10

Joshi, R. M., Dahlgren, M., & Boulware-Gooden, R. (2002). Teaching reading in an inner city school through a multisensory teaching approach. Annals of Dyslexia, 52, 229–242. https://doi.org/10.1007/s11881-002-0014-9

Kennedy, E., Dunphy, E., & Dwyer, B. (2012). Literacy in Early Childhood and Primary Education ( 3-8 years ) (Issue 15). National Council for Cirriculum and Assessment. https://papierenkarton.nl/wp-content/uploads/2017/02/Literacy_in_Early_Childhood_and_Primary_Education_3-8_years.pdf

Labat, H, Vallet, G., T., Magnan, A., & Ecalle, J. (2015). Facilitating effect of multimodal letter encoding on reading and spelling in 5-year-old children. Learning and Instruction, 2(March), 381–391. https://doi.org/10.1002/acp.3116

Labat, H., Boisson, A., Brunel, L., Ecalle, J., Versace, R., & Magnan, A. (2020). Multisensory letter integration and implicit learning of reading with 5-year-old children. European Review of Applied Psychology, 70(1), 100477. https://doi.org/10.1016/j.erap.2019.100477

Leer, J., Fretes, M. De, & Rinjani, G. (2015). Literacy Boost: Belajar Indonesia. Save the Children UK, October, 1–24. https://resourcecentre.savethechildren.net/node/9659/pdf/indonesia_belajar_baselinereport_20151030.pdf

Lombardino, L. J., Morris, D., Mercado, L., DeFillipo, F., Sarisky, C., & Montgomery, A. (1999). The early reading screening instrument: A method for identifying kindergarteners at risk for learning to read. International Journal of Language and Communication Disorders, 34(2), 135–150. https://doi.org/10.1080/136828299247478

Maliki, N. S. B. M., & Yasin, M. H. M. (2017). Application of Multisensory in Learning Alphabets Identification Skills for Special Education Students. Journal of ICSAR, 1(2), 150–154. https://doi.org/10.17977/um005v1i22017p150

Mullis, I. V. ., Martin, M. ., Foy, P., & Drucker, K. . (2014). PIRLS 2011 International Results in Reading. TIMSS & PIRLS International Study Center. Transplantation, 91, S32–S38. https://doi.org/10.1097/01.tp.0000399132.51747.71

Rahmatika, P., Hartati, S., & Yetti, E. (2019). Metode Pembelajaran Mind Map dan Bercerita dengan Gaya Kognitif, Pengaruhnya terhadap Kemampuan Membaca Permulaan. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 3(2), 548. https://doi.org/10.31004/obsesi.v3i2.260

Ruhaena, L. (2008). 6. Lisnawati Ruhaena. Jurnal Penelitian Humaniora, Vol. 9, No. 2, Agustus 2008: 192-206, 9(2), 192–206.

Shams, L., & Seitz, A. R. (2018). Benefits of multisensory learning. Trends in Cognitive Sciences, 12(11), 411–417. https://doi.org/10.1016/j.tics.2008.07.006

Shin, M. (2019). Exploring multisensory experiences in infants’ learning and development in the child care classrooms. Early Child Development and Care, 3(1), 1-12.

Sri Utami Soraya Dewi. (2015). Pengaruh Metode Multisensori Dalammeningkatkan Kemampuan Membaca Permulaanpada Anak Kelas Awal Sekolah Dasar. MODELING: Jurnal Program Studi PGMI , 2(1), 1–13.

Thompson, J. A., & Sonnenschein, S. (2016). Full-day kindergarten and children’s later reading: The role of early word reading. Journal of Applied Developmental Psychology, 42, 58–70. https://doi.org/10.1016/j.appdev.2015.11.005

Widyana, R., Astuti, K., Bahrussofa, M. F., & Githa, G. M. (2020). The effectiveness of jolly phonics and multisensory learning methods in improving preschoolers pre-reading skills. International Journal of Innovation, Creativity and Change, 11(8), 1–13.

Winarti, W., & Suryana, D. (2020). Pengaruh Permainan Puppet Fun terhadap Kemampuan Membaca Anak Usia Dini. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 4(2), 873. https://doi.org/10.31004/obsesi.v4i2.462

Yusuf, H. O., & Enesi, A. O. (2012). Using Sound in Teaching Reading in Early Childhood Education. Journal of Language Teaching and Research, 3(4), 660–666. https://doi.org/10.4304/jltr.3.4.660-666


Article Metrics

 Abstract Views : 138 times
 PDF Downloaded : 41 times


This article can be traced from:

Refbacks

  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.