Structured Multisensory Approach to Teaching Dyslexic Students Research Paper

Structured Multisensory Approach to Teaching Dyslexic Students - Research Paper Example However, it is unfortunate that there seems to be no known and appropriate medical interventions or alternatives that can be used to alleviate effectively the various challenges in cognitive processing which are presented in many cases of dyslexia. There is a myriad of successful approaches- with the most predominant being the structured multisensory teaching- which have been attempted and developed through a number of studies and which have shown to provide eminent solutions to this contentious dilemma.   All dyslexic students require quite a different language teaching and learning approach from the conventional ones applied in most of the classrooms. They should be taught their language’s basic elements thoroughly and slowly, putting emphasis on the letters and the sounds that represent them, as well as how to mingle the two and how to separate them. For conscious retention and organization in their learning, there ought to be plenty of practice in order for them to coordinate their ears, writing hands, voices, and their eyes. This is basically what constitutes a structured multisensory teaching approach to dyslexic students. But before we specifically discuss this approach in detail, it is imperatively important to give some working definitions and background of the dyslexia condition. Perhaps the most important question to address ourselves to at this juncture is â€Å"what is dyslexia?† For a long time, many people have not been able to distinguish between dyslexia from mental retardation. Over the decades, there have been many terminologies that have been adopted to define dyslexia.