Return to Multisensory Phonics strategy page.
Evanovich, L. L., & Scott, T. M. (2022). Examining the effect of explicit reading instruction on the engagement of elementary students with challenging behaviors. Exceptionality, 30(2), 63-77.
Holmes, H. M. (2018). Shake, Rattle, and Read: An Analysis of an Adaptation of a Multisensory Phonics Program's Impact on the Reading Achievement of Kindergarten Students (Doctoral dissertation, University of South Carolina).
Langille, J., & Green, Z. (2021). The impact of multi-sensory -phonics programs in teaching English as an additional language. Canadian Journal of Education/Revue Canadienne de l'Education, 44(4), 1024-1050.
Oakland, T., Black, J. L., Stanford, G., Nussbaum, N. L., & Balise, R. R. (1998). An evaluation of the dyslexia training program: A multisensory method for promoting reading in students with reading disabilities. Journal of Learning Disabilities, 31(2), 140-147.
van Staden, A., & Purcell, N. (2016). Multi-sensory learning strategies to support spelling development: A case study of second-language learners with auditory processing difficulties. International Journal on Language, Literature and Culture in Education, 3(1), 40-61.
Warnick, K., & Caldarella, P. (2016). Using multisensory phonics to foster reading skills of adolescent delinquents. Reading & Writing Quarterly, 32(4), 317-335.
Widyana, R., Astuti, K., Bahrussofa, M. F., & Githa, G. M. (2020). The effectiveness of jolly phonics and multisensory learning methods in improving preschoolers pre-reading skills. International Journal of Innovation, Creativity and Change, 11(8), 113.