Article 1: Sensuous and Languaged Learning:
Children’s Embodied and Playful Connections to Nature
This article discussed a study conducted featuring preschool aged children, and the way they experience the world around them. The study notes that children learn through experiences, and use all 5 senses when doing so. The children in this study learned about the environment around them, and benefited from the sensory play. The learning recorded throughout the study shows an increase in oral language ability, and provided the children with a set time of engaging, active, outdoor play.
McVittie, Janet. (2017, November 30). Sensuous and Languaged Learning: Children’s Embodied and Playful Connections to Nature. Retrieved from https://eric.ed.gov/?q=5+senses+learning&pr=on&ft=on&id=EJ1193493.
Article 2: Handwriting: Developing Pupils’ Identity and Cognitive Skills
This article discusses the relationship between handwriting and other language skill acquisition. The article connects handwriting ability with both spelling, and creative writing. The article notes the relationship between spelling and handwriting likely forms because the children are connecting more to the lettering of the words by writing them out. It also notes the use of “brainpower”/focus, and when a child is more comfortable with handwriting, more energy can be expended on other tasks, such as creative expression in writing.
Doug, R. (2019, March 31). Handwriting: Developing Pupils’ Identity and Cognitive Skills. Retrieved from https://eric.ed.gov/?id=EJ1219559
Article 3: Improving Student Alphabet Skills through the Use of the Sunform Alphabet System and Supporting Activities
This article discusses best practice techniques to improve student literacy. It discusses the importance of modeling reading and writing for our students. It also mentions the importance of having the students watch parents do so as well. It suggests that teachers who allow choice in their classrooms for reading and writing receive better, higher quality student work.
Elwell, Deena, Cynthia, & Hamm. (1997, April 30). Improving Student Alphabet Skills through the Use of the Sunform Alphabet System and Supporting Activities. Retrieved from https://eric.ed.gov/?id=ED408575.
Article 4: From Shape to Letters
This article studies the use of visual manipulatives in the classroom to improve letter recognition. It dives into using multi-sensory teaching to engage students, and get them thinking about the actual shape of letters. It recommends the use of simple blocks as a mode to help children “build” the shape of basic letters. By avoiding the normal use of pencil/paper, students are automatically more engaged and focused on the task at hand. The author investigates the use of “simple” manipulatives, and how they increase student engagement specifically.
Schiller, H. A. (1971). From Shape to Letters. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED117650&site=ehost-live&scope=site
Article 5: Universal Design for Learning: Cognitive Theory into Practice for
Facilitating Comprehension in Early Literacy
This article explores the integration of UDL in the classroom, specifically used for enhancing reading comprehension and reading engagement. UDL, or Universal Design for Learning, helps to inspire creativity. The article also mentions the importance of activating prior knowledge, and giving our students choice in their learning process. UDL is known for appealing to all learners and levels of ability.
Trostle, S., & Dalton, E. (2011, November 30). Universal Design for Learning: Cognitive Theory into Practice for Facilitating Comprehension in Early Literacy. Retrieved from https://eric.ed.gov/?q=engagement+multi-sensory&id=EJ979433.
Article 6:The impact of multisensory instruction on learning
letter names and sounds, word reading, and spelling
This article focused on participants who had a significant reading/decoding deficit, or that were characterized as having dyslexia. This study followed students through an intervention process involving a multisensory structured language program. By engaging the students in multi-sensory experiences during activities, the students were often able to focus/decode better than when they weren’t. At all times, the students were engaged in 2 or more kinesthetic, tactile, and/or audible activities while decoding. Programs such as the one studied here, are known to make a positive difference in the learning journey for dyslexic learners.
Schlesinger, N., Gray, S., & Schlesinger, N. W. (2017). The impact of multisensory instruction on learning letter names and sounds, word reading, and spelling. Annals of Dyslexia, 67(3), 219–258. https://doi.org/10.1007/s11881-017-0140-z