Akademik Veri Yönetim Sistemi
Novitas-Royal, cilt.12, sa.2, ss.80-95, 2019 (Hakemli Dergi)
https://novitasroyal.org/volume-12-issue-2-october-2018/?wpdmc=volume-12-issue-2Abstract: The present study aimed to investigate the effects of multisensory language
teaching on 4th graders’ achievement in English reading skills. Two intact groups were
selected for the treatment: a control group which was taught through mainstream
education, and an experimental group which was taught through MSLT including a
variety of pictorial, auditory, and manipulative materials to be used in several gamelike
reading activities such as matching, sticking, and coloring for a six-week period.
The main data source was a 24-item reading achievement test. It was administered
three times (pre-, post- and delayed post-tests). Besides, a semi-structured interview
with the co-operating teacher, her blog entries and the pupils’ diaries were presented as
qualitative data. Initially no statistically significant difference between the groups’ pre
reading achievement test scores had been found. However, both the Mann-Whitney U
test results of the post-test and the independent samples t-test results of the delayed
post-test revealed statistically significant differences in favor of the experimental
group. Based on the findings of the study, it can be inferred that learning through
multi-sensory materials have not only made a long lasting impact on the learning
experience, but also made learning more concrete and enjoyable; thus, it is more
memorable.