Traditional vs Multisensory: Assessing the Impact of Writing Tools on Letter Formation Mastery Through Direct Instruction

ECU Author/Contributor (non-ECU co-authors, if there are any, appear on document)

Lindsey Williams (Creator)

Institution

East Carolina University (ECU )

Web Site: http://www.ecu.edu/lib/

Abstract: The purpose of this study was to determine the impact of direct instruction paired with\nmultisensory tools on letter formation mastery, in comparison with direction instruction paired\nwith traditional writing tools (paper and pencil) on letter formation mastery in early elementary\nstudents who experience persistent letter formation difficulties. Three early elementary students\nwho experience persistent challenges with letter formation were selected for participation in this\nmultiple-baseline across subjects study. Each student participated in three study phases. The first\nphase was a baseline phase to assess their existing letter formation knowledge. Next, students\nparticipated in direct instruction lessons on letter formation using paper and pencil tools. The\nthird phase of the study maintained the structure of the direct instruction lessons used in the prior\nphase but used a multisensory writing tool instead of paper and pencil tools. Each student’s rate\nof progress towards letter formation mastery was assessed to determine if the writing tool\ninfluenced the impact of direct instruction on students’ letter formation acquisition. Overall, each\nstudent demonstrated varying rates of growth in phase two and phase three of the study. All\nstudents demonstrated greater rates of growth during phase two in comparison to phase three.\nEach student showed notable growth immediately following exposure to direct instruction. Based\non the findings of this study, direct instruction paired with traditional writing tools had a greater\nimpact on letter formation acquisition than direct instruction paired with multisensory tools.\nSeveral limiting factors including elements of the study design and students’ positive responses\nto initial direct instruction in phase two could have impacted these results.

Additional Information

Publication

Thesis

Language: English

Date: 2023

Subjects

multisensory;letter formation;direct instruction

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