PSYCHOLINGUISTICS AND LANGUAGE

TEACHING

MULTISENSORY
MODULE FOR EARLY
LITERACY IN
MALAYSIAN
UNDERPRIVELEDGE
01 INTRODUCTION
01 INTRODUCTION

● Therefore, we have created a

literacy module I Love Letters to
● Challenging when the students
help students in recognising
could not recognize and identify alphabet sounds as well as writing
alphabet sounds letters of the alphabet
● Use multi sensory approach to
make the learning experience
much fun
 PURPOSE OF LEARNING PHONICS

● Makes the transition to early

reading and spelling much ● Improve vocabulary and
smoother. language development

● Builds patience and

● Become fluent reader concentration in learning
syllable structure
MULTI SENSORY LEARNING

● enriches students’ imagination to express

their own ideas and successfully made the
students participate actively in learning
activity with their unique creatively.

● made the lesson more attractive, revealed

the students’ creativity, and made the
students eagerly participate in English
lesson.
02 UNDERLYING THEORIES : GARDNER’S
MULTIPLE INTELLIGENCES

can be applied
through guided
Accommodates pupils Students have their activity, and can
with multiple own dominant significantly improve
intelligences intelligence and learners' participation
learning style, which (Roman & Irina,
is most effective for 2020)
them.
 UNDERLYING THEORIES :
PIAGET’S CONSTRUCTIVISM

Concrete operational (7-11 Active learning:

years old) Develop students
Playing and exploring: Creating and confidence in picture-
children investigate and thinking critically: word association and
experience things, and Children begin to spelling skills
‘have a go’ think symbolically
pattern to use words
and pictures.
 03
Methodology
 ADDIE MODEL

The framework is divided into five stages which has been useful in helping educators in
developing materials for language learning as it offers well defined phases for effective
implementation (Al Ghawail, Ben Yahia, & Alrzini, 2021).
 Analysis
● Interview sessions with the class
teacher and the language teacher:
1. Students still cannot read as they
cannot recognise letters
2. Students are given the same
drilling activity : writing letters
● Conducted simple test on the
students:
1. Students were not able to
spell simple CVC words
because they could not
recognise letters
2. Most students did not know
letter sounds so were unable
to write the letters
3. Some wrote the the words
from right to left
 Design & Develop
We designed and developed a module specifically
for the students of Primary Asas 1. The module
consists of five multisensory activities to aid
pupils in identifying, recognising and forming
letter sounds. The literacy activities in this
module cater to pupils who are at pre-A1 level of
the CEFR.
Implementation
Evaluation

Students’ Range of Scores in Pre-test and Post-test

05 LIMITATIONS

TIME
FINDINGS CANNOT BE
CONSTRAINTS
GENERALIZED
●
LIMITED
Limited contact ●
BACKGROUND Specific target
hours with the
KNOWLEDGE audience
students
● Not much was known about
● Difficult to carry the students learning
out for the disabilities; a few were
whole alphabet identified during the
intervention
 Recommendations &
06 Conclusion

● Can be implemented in the classroom to

enhance the capabilities of pupils in
recognizing letter sounds and letter
formation
. ○ Effective - improvement pre and
post tests
● Develop more creative handbooks or
modules to be used in class.
THANKS!