The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective

  • Nurul Nabila Amirah Rostan Pusat Anak Genius Negara (PAGN) Air Panas, Setapak, 53200 Kuala Lumpur, Malaysia
  • Hazhari Ismail Department of Early Childhood Education, Faculty of Human Development, Sultan Idris Education University, 35900 Tanjong Malim, Perak, Malaysia
  • Anis Norma Mohamad Jaafar Department of Early Childhood Education, Faculty of Human Development, Sultan Idris Education University, 35900 Tanjong Malim, Perak, Malaysia
Keywords: multisensory technique, reading skills, open syllables, preschoolers

Abstract

The ability to read is important for an individual as it is related to language proficiency. Therefore, language proficiency among children is the foundation of cognitive development which involves the process of knowledge acquisition through reading activities. Various ways and methods can be applied in order to improve children’s reading skills. This is to ensure that they are not experiencing any problems during a learning session. This study aims to identify the teacher’s perspective towards the use of multisensory technique in a teaching lesson for 6-year-old preschoolers on reading open syllables. By using a qualitative approach, two teachers from a private preschool in Shah Alam, Selangor are chosen to participate in a semi-structured interview. Both teachers are experienced in the field of Malay literacy, specifically in reading methods. The study has found that teachers used multisensory technique in reading lessons on how to read open syllables. It produced a positive effect towards the development of children’s reading skills. However, multisensory technique must be strengthened by using the proper material that is suitable for children to ensure its effectiveness.

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Published
2020-12-21
How to Cite
Rostan, N. N. A., Ismail, H., & Mohamad Jaafar, A. N. (2020). The use of multisensory technique in the teaching open syllables reading skill for preschoolers from a teacher’s perspective. Southeast Asia Early Childhood Journal, 9(2), 155-165. Retrieved from https://ejournal.upsi.edu.my/index.php/SAECJ/article/view/4186