The practice of multisensory technique towards reading skills of open syllables by preschoolers
Unable to read has a significant impact on language acquisition that can contribute to children failing at school. Therefore, teachers must utilise methods that are in accordance with the children’s ability during their early stages of reading development to prevent them from experiencing difficulties in a formal school environment. The objective of this study was to observe the practice of multisensory technique towards the benefit of children’s skills in reading open syllables. By using structured observation, three children were observed using three different multisensory activities such as ‘sand letters’, ‘alphabet jump’, and ‘tactile alphabet’. 16 open syllables were identified which are ‘ma’, ‘ho’, ‘su’, ‘gi’, ‘pa, ‘du’, ‘me’, ‘ga’, ‘do’, ‘bi’, ‘te’, ‘pu’, ‘so’, ‘ri’, ‘ta’ and ‘la’ by using a checklist item from LINUS instrument have been analysed descriptively by looking to the appearance of children’s reading skills. The study showed that multisensory technique was able to assist in children’s reading skills of open syllables even if they come from different language backgrounds. In addition, this technique helped the children to avoid confusion between Malay and English open syllables with the presence of stimulus during reading activity. This proved that an environment rich with stimulus are important for children’s development. It provides important factors for teachers in delivering meaningful experiences during children’s learning.
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