ABSTRACT
This study determines the significant relationship between the extent of using the multi-sensory approach in teaching and the reading comprehension levels of Key Stage 1 learners at Altavista Elementary School, Ormoc City District I, Ormoc City Division. Utilizing a descriptive-correlational research design, the study involved 10 teachers and 77 Key Stage 1 learners as respondents. A researcher-adapted questionnaire based on Birsh & Carreker (2018) – Multisensory Teaching of Basic Language Skills was used to assess teachers’ extent of using visual, auditory, kinesthetic, and tactile strategies in reading instruction, while the learners’ reading performance was determined through the Comprehensive Rapid Learning Assessment (CRLA) results. Findings revealed that teachers implemented the multi-sensory approach only to a moderate extent, with an overall weighted mean of 2.95 (Sometimes), suggesting occasional use of sensory-based teaching techniques. Meanwhile, the reading performance results showed that most learners were still in the Transitioning Reader (41.6%) and Low Emerging Reader (41.6%) categories, and only 3.9% were reading at grade level. Statistical analysis using Pearson’s r (r = 0.432, p = 0.000) revealed a moderate positive and significant relationship between teachers’ use of the multi-sensory approach and learners’ reading performance, leading to the rejection of the null hypothesis. This indicates that multi-sensory strategies—integrating visual, auditory, kinesthetic, and tactile elements—contribute positively to improving learners’ reading comprehension and engagement. Therefore, the study concludes that consistent and intentional use of the multi-sensory approach can enhance literacy outcomes and bridge comprehension gaps among young learners. Based on these findings, an instructional supervision plan was proposed to strengthen teachers’ capacity in implementing multi-sensory strategies effectively in reading instruction.
Keywords: Reading Comprehension Levels, Key Stage 1 Learners, Multi-Sensory Approach, Instructional Supervision Plan
INTRODUCTION
One of the most important challenges that teachers and school leaders face is how to address the literacy gap due to non-proficient in reading comprehension skills. Teachers have to implement different reading strategies to influence learning most especially on comprehension skills. While learners meet academic milestones at different paces, integrating literacy teaching strategies and approaches in the classroom can help prepare as many learners as possible for reading readiness. And the recent developments in reading and literacy curriculum suggest multisensory learning is one of the most effective approach for doing so.
Multisensory activities are based in whole brain learning, which is the belief that the best way to teach concepts is by involving multiple areas in the brain. Activities provided will involve all or but not many senses in learning to read. By adding auditory or visual components to reading assignments, like illustrations or online activities, teachers can help learners develop stronger literacy skills (Minshew, 2025).
In line with the MATATAG agenda of the former secretary of Department of Education that learners must be provided with alternative learning intervention to address the problems on literacy among Filipino learners. With the implementation of the Enhanced K to 10 Curriculum of the Department of Education, providing reading intervention activities is deemed necessary and one of the interventions that the researcher formulated in teaching comprehension skills using the multi-sensory approach.
In teaching reading, many teachers only focus on the product of comprehension such as students’ ability in answering the comprehension questions and ignore the process to make the students comprehend the text such as teaching vocabulary, fluency, and the text level (genre) (Álvarez-cañizo et al., 2020; Nurdianingsih, 2021b; Rochman, 2018). In addition, reading is an activity that involves the information got by the readers to communicate with the author for gaining the information (Ceyhan & Yyldyz, 2020; Nurdianingsih, 2021b).
Which means that when reading a text, a reader is also communicating the idea got, whether it is appropriate with the author idea or not. In order to get the similar perception or similar understanding between the reader and the author, teacher should also teach the reading aspects. Some of the reading aspects are pronunciation, the vocabulary, and the comprehension (Nurdianingsih, 2021b). Furthermore, when studying reading students have to pay attention to the fluency. Fluency consists of accuracy, automaticity, and prosody (Duke et al., 2021). Therefore, in teaching reading teacher should also teach the vocabulary, fluency, and comprehension. And, to teach those aspects, teacher should involve the proper strategy.
Furthermore, reading comprehension is to make sense from reading by using eyes then proceed it in mind to get the information (Ceyhan & Yýldýz, 2020). That is why for learners, understanding the text from the meaning of the words is important, as when they do not understand the meaning of the words they cannot reach the text at all.
Having learners with difficulties in understanding the text read is a challenge on the part of the teacher. Because when learners find difficulty in comprehension skills, they will also experience difficulty in learning the competencies in a certain learning area. Thinking of strategies to address this need is a priority for a need to learn to read especially during key stage 1 of the learners. In this regard, the researcher formulated the intervention of integrating multisensory approaches in teaching reading in the hope that through this intervention, reading performance of the learners will improve.
The existing literature in the Philippines' primary education system regarding multisensory approaches for non-readers reveals a notable knowledge gap, lacking specific research on non-readers despite evidence supporting these methods for special education needs students and struggling readers (Zairin, 2023; (Pocaan et al., 2022).
Reading has a holistic impact on individuals, influencing their social-emotional learning (Aerila, 2021), and emotional development (Batini et al., 2020). It also plays a crucial role in the teaching and learning process, with a need for comprehensive and integrated reading assessment (Rini, 2021). In the realm of primary education, the current application of multisensory approaches to support non-readers encompasses a wide array of strategies and interventions. Adapon and Mangila (2020) found that the 'Care for the Non-Readers Program,' which integrates multisensory techniques, significantly improved reading performance. Further research by Siti Zairin and Mohd Norazmi Nordin (2023) also confirmed the effectiveness of multisensory methods in enhancing reading skills, especially among learners with special educational needs. Bernardo et al. (2021) highlighted the importance of addressing non-cognitive factors such as home environment and classroom experiences in combating low reading proficiency. Similarly, Pocaan et al. (2022) emphasized the value of strategic reading interventions, including those that incorporate multisensory components, to support struggling readers. Despite the encouraging results from existing studies, there remains a pressing need for further research and development in this field.
This study determines the significant relationship between the extent of using multi-sensory approach in teaching and reading comprehension levels of key stage 1 learners of Altavista Elementary School, Ormoc City District I, Ormoc City Division. The findings of the study were basis for the proposed instructional supervision plan.
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