Chapter Two:

Fieldwork
 List of Tables

Table 1. Number of males and females in the groups, average ages of pupils, number of

doublers, and screening test results.................................................................................................

Introduction

Due to a lack of appropriate teaching methods, dyslexic pupils commonly face

academic challenges in today's classrooms. Acknowledging this gap, a great deal of

research has been done to meet their different learning demands, focusing especially on the

multisensory approach renowned for emphasizing the use of various senses and

encouraging active engagement, which promotes their academic development. Resulting in

the requirement for investigating the usefulness of the multisensory approach for resolving

dyslexic learners' educational obstacles.

The methodology used in this study is described in this section, along with pertinent

information on the research procedures, measuring instruments, participants, and

experimental design. An examination of the findings follows, offering a better

understanding of the results that were found.

1. Research Method

1.1. Choice of the Method

A multisensory intervention program's impact on dyslexic children's reading skills

was the subject of a 2015 study by Facoetti, Zorzi, Cestnick, Lorusso, and Molteni. The

goal of the study was to see whether providing dyslexic people with a mix of visual, aural,

and kinesthetic stimulation may enhance their reading skills. Two groups of children with
dyslexia were developed for the study, with similar age, gender, and reading levels. Each

group received the same length of time for interventions; however, one group participated

in a multisensory program, and the other group received conventional reading instruction.

The multisensory intervention program included exercises like tracing letters and speaking

the matching sounds at the same time, utilizing colored overlays to lessen visual stress, and

practicing rhythms to improve phonological awareness. The researchers evaluated a range

of reading abilities, including comprehension, fluency, and decoding, both before and after

the intervention. Additionally, they used neuroimaging techniques to assess brain activity in

order to look into changes in neural processing related to reading. Comparing the dyslexic

children who took part in the multisensory intervention program to the children who got

standard teaching, the study's findings showed that the dyslexic children had significantly

improved their reading abilities. More specifically, reading fluency, comprehension, and

decoding accuracy improved more in the multisensory group.

These conclusions were confirmed by neuroimaging data, which demonstrated

modifications in reading-related brain activity patterns following the multimodal

intervention. The researchers recommended that the multimodal method be widely used in

school settings to benefit struggling readers after coming to the conclusion that it was

successful in helping dyslexic children with their reading issues.

 Drawn from the aforementioned study and Maxwell's research design analogy, which

goes something like this: "Research design is like a blueprint for building a house; it

provides a detailed plan for how data will be collected and analyzed to address research

questions or hypotheses." (2013). Our choice of design is experimental. This decision is

consistent with the idea that an experimental design offers a well-thought-out strategy for

carrying out treatments, like multisensory training, and methodically gathering and

evaluating data in order to answer research questions and hypotheses. As articulated by

Campbell, D. T., and Stanley, J. C. (1963),"Experimental design is the backbone of

scientific inquiry, providing a structured framework for systematically testing hypotheses

and drawing valid conclusions.”

In order to assess the efficacy of this approach, the research will be conducted in

multiple stages. First, by the end of January, a thorough pretest will be given to every

student in both selected groups. The purpose of this pretest is to gauge the pupils' reading

proficiency at baseline before any kind of intervention takes place. The experimental group

will next begin training sessions in February, where they will be instructed through the use

of several senses. During this time, the control group will concurrently get traditional

reading training. Ultimately, a post-test for the entire class will be administered in mid-

April and will have the same assessments as the pretest. With the help of this post-test, we
will be able to evaluate the success of the multisensory method in boosting reading skills

and compare the development of the two groups.

1.2. Population and Sampling

At Oum El Bouaghi Messoud Berkani Middle School, a single third-year middle

school classroom consisting of thirty-six pupils served as the study's subject. The class

selection is reasoned by the fact that the students primarily share similar socio-cultural

backgrounds. Furthermore, accessibility was a major factor in the choice. Because of the

regularity of the socio-cultural backgrounds of the study participants, it is possible to draw

more trustworthy conclusions about the efficacy of the interventions under test and make

clearer comparisons.

"The sample is the foundation of any research endeavor, serving as the basis for

generalizing findings to the broader population." (Babbie, 2016). A further elaboration on

what a sample is would be, "A well-selected sample is crucial for ensuring the validity and

reliability of study results, as it represents the population of interest and allows for

meaningful insights to be drawn." (Creswell, 2014).

After the classroom was carefully chosen and the screening test was given, a group of

twenty students was specifically selected. These students show symptoms of dyslexia. Ten

students were randomly chosen for the experimental group out of the twenty students who
were diagnosed with dyslexia, and the remaining ten students were placed in the control

group. "Through random selection, researchers aim to minimize bias and increase the

generalizability of their findings to the larger population" (Trochim & Donnelly, 2008, p.

87). In other words, by ensuring that every student has an equal chance of being selected

for either group, random selection helps to assure the fairness of the selection process and

reduce bias.

Table 1. Number of males and females in the groups, average ages of pupils, number of
doublers, and screening test results

Experimental group Control group

n= 10 n=10

Males 5 5

Females 5 5

Age
13; 15 years 13;14 years
(min. and. max)
(13; 4 - 15; 1) (13; 3 -14; 2)

Number of doublers 2 0

Dyslexic 5 5

1.3. Data Collection and Instruments

1.3.1. Screening Test

 "Certainly, success in identifying dyslexia depends on the sensitivity and specificity

of the screening instrument used." (Shaywitz, 2003). A screening test is used to identify

students who may be dyslexic. For some people with dyslexia, reading and comprehending

written language can be extremely challenging. Thus, early detection of dyslexia in students

is facilitated by this screening test. To find people who could have a particular condition or

issue, a screening test is a quick evaluation. It functions similarly to an initial assessment to

determine whether someone requires additional help or evaluation. Often straightforward

and easy to use, screening tests are intended to identify possible problems in advance,

allowing for the provision of tailored interventions.

Choosing the right screening test is essential when dealing with issues associated with

dyslexia. A thorough screening test was created specifically for this purpose in 2014 by

educational therapist Lisa Harp, who also founded Learning Link Technologies and the

Harp Learning Institute. This test consists of nineteen tasks that target various components

of language and reading proficiency, such as reversing letters and words, pronouncing

words correctly, identifying shapes, and more. It is divided into two sections: self-directed

activities and activities guided by teachers or parents. Each segment aims to evaluate many

aspects of a student's reading proficiency, guaranteeing a comprehensive assessment. With

respect to the maximum number of mistakes allowed, the test's scoring criteria are divided
into grade levels: ten for kindergarten through the first year, seven for grades two through

four, five for years five through eight, and three for grades nine and up.

This screening test was particularly chosen by us because it covers a wide range of

language and reading skills, is flexible enough to adapt to various learning environments, is

in line with grade-level developmental variances, as well as the credibility of its author, an

experienced educational therapist who established institutions in the same field. We gave

the screening test to every student in the class, and based on their scores, we were able to

identify the students who showed dyslexia symptoms.

1.3.2. Pre- and Post-Tests

At the end of January, the pre-test was given, evaluating the two groups as a whole.

The test was two hours long and consisted of three tasks (accompanied by their subtasks).

The tasks are taken from different standardized assessments.

a. Written Comprehension

The first task is derived from an assessment created in 2017 by Professor Edouard

Gentaz and Anne Theurel. Children must read aloud brief sentences in this test, then choose

the appropriate picture from a list of four possibilities. The child's instructions place a

strong emphasis on reading the content carefully and remembering it before choosing. To

keep children from rereading the sentences and to avoid giving them feedback on how well

they responded, images are shown as soon as the children have finished reading each one.
 For instance, if the sentence states, "The box is behind the cup," the child sees a sheet

with four pictures on it that shows various text-related scenes, such as the cup in front of

the box, the cup next to the box, the cup inside the box, and the cup behind the box. Next,

the child chooses the picture that most closely matches the text they just read.

The child's accuracy in answering the test determines its score; one point is given for

each right answer. The sum of the right answers for each item is used to determine the final

score. Furthermore, the duration of the child's task completion is recorded.

b. Reading Comprehension

The task at hand is based on the assessment tool that Sprenger-Charolles and Colé

(2010) elaborated for the Gentaz et al. (2013) study. The task instructions are comprised of

two sections: Reading fluency and Comprehension.

 Reading fluency

It is instructed to begin timing the stopwatch at the same moment the child starts

reading. Within a minute, every word the child reads properly should be marked. If the

child gets stuck on a word, he can be paused for three seconds. The number of words

successfully read is counted, and the last word read after a minute is indicated. When a

child reads for less than a minute, the precise time is recorded, and a reading rate

calculation is made.

In this sentence for instance “The little white hen fell into the pond. The big black

hen rushed to her aid.” How many words were read correctly out of eighteen should be

counted. The total number of words read correctly in one minute is sixty-four.

 Comprehension
 The text should be taken away once the child has finished reading and he will be

asked a sequence of questions (six questions) one after the other. What is the color of the

little hen? this question for instance is posed again after ten seconds if the child doesn't

answer, and then he has an extra five seconds to respond. He will go on to the next question

in case he failed to answer.

A checkmark appears next to each question to show whether the child answered the

question correctly or not. Furthermore, a tick is added to the appropriate box to indicate the

child's performance for all subtasks, which include vocabulary, inferences, and literal

comprehension.

c. Phonological Awareness

This task uses the Phonological Awareness Skills Test (P. A.S.T.), developed in 1994

by Dr. Joseph K. Torgesen, to assess phonological awareness. The task is divided into two

sections: Concept of Spoken Word (Sentence Segmentation) and Rhyme Recognition.

 Concept of Spoken Word (Sentence Segmentation)

In order to assign the task, the instructor states a sentence and advances a colored

chip for each word that is pronounced. After that, the child is instructed to repeat the

sentence, placing a chip for each word they can correctly pronounce. This tactile and visual

method strengthens the link between spoken words and their visual representations while

also assisting a child in understanding the task.

The instructor reads a sentence to the child aloud during the assessment, such as

"Terry loves to play soccer." After then, the child has to say the same sentence again,

raising a chip for each word. If the child correctly pronounces the sentence, a checkmark is
put in the box next to it. In order to attain mastery, the child needs to accurately finish five

of the six given sentences.

 Rhyme Recognition

The purpose of this task is to evaluate the child's understanding of rhymes. The

instructor starts by asking the student whether two provided words rhyme, using examples

such as "sit" and "bit," to which the student can answer "Yes" or "No." The child has an

understanding of the notion of rhyming words if they can properly identify that "sit" and

"bit" rhyme. However, it also shows comprehension if the child realizes that "chair" and

"boy" don't rhyme.

The instructor will show more word pairings and ask if they rhyme or not, such as

"bed—fed," if the child shows that they understand the concept. If the child answers

properly for each of the six pairings, a checkmark is placed in the box next to the pair, and

they have achieved mastery if they answer correctly for at least five of the six pairs.

d. Spelling

Developed in 1952 by E. B. Schonell, the Schonell Spelling Test B is a standardized

assessment instrument used to gauge school-age children's spelling skills. Its administration

entails testing the entire class at once while keeping students seated apart to avoid copying.

Every pupil receives a foolscap sheet to record their name, the date, the type of test (A or

B), and a space designated for their score. Students follow the technique, which involves

dictating for them words and they must write them in groups of ten until they make ten
consecutive mistakes. Every word is repeated three times, including once in a sentence for

context, and is written in a column format with constant spacing.

Keeping a record of the words that are spelled properly is the first step in the scoring

process. The spelling age is calculated by dividing the raw score by ten and adding five. A

student's spelling age, for example, would be (25 + 5)/10 = 3 years if they were to spell

twenty-five words correctly. The emphasis of the test is on not teaching any of these words

before the test, guaranteeing an objective evaluation of spelling proficiency.

1.3.3. Training

In this study both experimental and control groups were established. The training

sessions were carefully planned to minimize any potential biases and guarantee the

independence of each group. Based on predefined criteria, the students were carefully

chosen, and each group was given a distinct class. The purpose of having the sessions in

separate classrooms is to make sure that group interactions did not influence the treatment

effect.

Two weekly training sessions were provided to the experimental group in order to

maximize learning outcomes while accommodating the time restrictions of the teacher.

These sessions were organized in non-consecutive manner in order to take advantage of the

spacing effect, a psychological-phenomena that has been shown to improve long-term

memory of information. The following quote represents the idea of the spacing effect and

how it affects memory retention, "In contrast to massed learning, spaced repetition results

in more durable learning and retention. Distributing practice over time enhances long-term

memory" (Roediger III & McDaniel, 2014).

The study had Fourteen training sessions totaling, each session takes forty-five

minutes in duration, and it ran from the beginning of February until the beginning of April.
This multi-week study design aims to allow for longitudinal participant progress

monitoring and provides insight into the durability and sustainability of any noted

improvements in reading proficiency.

1.3.4. Content and Procedure of Multisensory Training Sessions

The lessons are based on the Orton-Gillingham approach and are adapted from the book

"Teach Reading with Orton-Gillingham: 72 Ready Lessons to Help Struggling Readers and

Students with Dyslexia Learn to Love Reading" by Heather McLeod Vidal and Kristina Smith

(2017).

Each session starts with the instructor creating a pleasant atmosphere in the classroom

by greeting students individually and encouraging a feeling of community in the classroom.

This motivates pupils to participate fully in the next activities and establishes a positive

learning environment. Subsequently, well-defined learning objectives are presented,

guaranteeing that learners comprehend the aim of the class and what they are expected to

accomplish. For example, the instructor may explain that students would practice

recognizing and reading words containing various blends if the objective is to teach the

concept of consonant blends.

The instructor usually begins the lesson with a quick recap of the material that had

already been covered. This helps to activate previous information and reinforce concepts at

the same time, laying the groundwork for future learning. For instance, if the prior lesson's

focus was on vowel sounds, the instructor can assign the students to quickly review the

material by having them identify words that include particular vowel sounds.
 A range of multisensory activities that cater to many learning modalities are used to

foster student involvement. In order to ensure a holistic approach to literacy development,

each type of instruction serves a specific purpose in the development of fundamental

reading skills. For phonics instruction, letter sound connections activities are used for

instance. The objective of these activities is to help students connect letters to their

corresponding sounds. For example, the instructor could assist pupils identify the letter "S"

with the sound /s/ by using letter cards combined with phonemic cues. In order to

strengthen their decoding and reading skills, children can also participate in sound blending

exercises in which they combine individual letter sounds to make words.

For the development of both phonics and handwriting skills, letter formation

activities are employed, and they focus on teaching children how to write letters correctly.

Students work with their senses, tracing letters on sand trays or other tactile surfaces,

among other mediums. For instance, pupils could vocalize the sound /a/ while

simultaneously using their finger to trace the shape of the letter "A" in the sand. Students

improve letter recognition and sound-symbol connection while developing the fine motor

skills necessary for writing by combining kinesthetic and visual clues.

For phonemic segmentation, finger-tapping activities are used where pupils’

breakdown words into their constituent phonemes. In of decoding the word "cat," for

instance, students would tap their thumb for the /c/ sound, index finger for the /a/ sound,

and middle finger for the /t/ sound. By strengthening the link between written symbols and

spoken language, this kinesthetic method improves word identification and reading fluency.

The main goal of spelling rule activities is to teach pupils about English spelling

patterns and conventions. Spelling rules, like the "silent e" rule or frequent vowel digraphs,
are made clear by the instructor. Students practice using these rules to correctly spell words

in practice exercises. For example, children might discover that the word "leaf" has the long

vowel sound /ee/, which the combination "ea" can represent. Following that, students

practice spelling terms like "beach" and "team" to strengthen their comprehension of this

spelling pattern.

The focus of sight word instruction is on helping students recognize and memorize

high-frequency words that don't always match phonetic patterns. By learning to recognize

these words by sight, students improve their reading comprehension and fluency.

Flashcards, sight word games, and repeated practice drills are a few examples of activities

that might help in recognition and recall. Students could participate in a sight word

scavenger hunt, for instance, in which they look for and locate sight words that have been

hidden throughout the classroom.

The instructor acts as an example of how to incorporate the senses such as touch,

sound, and sight into the learning process. They demonstrate to students how to combine

visual aids with spoken explanations and interactive exercises to concurrently appeal to

multiple learning styles. By meeting a variety of learning needs and improving

comprehension and retention, this modeling aids students in understanding how to

effectively process information utilizing many senses.

The instructor is essential also in helping students by giving them feedback and

encouraging them throughout the lesson. Students are encouraged to persevere in their

studies when they get positive reinforcement for their efforts. When a student decodes a

difficult word, for instance, the instructor may praise them for their work and offer detailed

feedback on how they applied phonics principles.

 The instructor offers numerous chances for movement and sensory stimulation to

keep pupils engaged and focused. For instance, students may physically go to several

places around the classroom to learn different phonics skills during a phonics game. This

helps pupils reinforce learning through movement in addition to breaking up the monotony

of sitting still.

As the session comes to an end, the instructor reinforces the learning objectives by

summarizing the most important concepts discussed. This could be having students

participate in a quick review or reflection exercise where they can discuss what they've

learned. Predicting future themes and giving homework assignments that are pertinent to

the material guarantees that students are actively involved in their learning even after class.

1.3.5. Control Group Sessions

The control group remains in receipt of traditional reading program from their teacher

in regular classroom settings. The control group serves as a comparison group, and it

enables the assessment of the intervention's effectiveness by comparing the results with

those of the other group that attended the training sessions.

2. Data Analysis
 References

Babbie, E. (2016). The Practice of Social Research.

Campbell, D. T., & Stanley, J. C. (1963). Experimental and Quasi-Experimental Designs

for Research.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods

Approaches.

Facoetti, A., Zorzi, M., Cestnick, L., Lorusso, M. L., & Molteni, M. (2010). Multisensory

spatial attention deficits are predictive of phonological decoding skills in developmental

dyslexia. Journal of Cognitive Neuroscience, 22(5), 1011-1025.

Facoetti, A., Zorzi, M., Cestnick, L., Lorusso, M. L., Paganoni, P., Umiltà, C., & Mascetti,

G. G. (2006). The relationship between visuo-spatial attention and nonword reading in

developmental dyslexia. Cognitive Neuropsychology, 23(6), 841-855.

Maxwell, J. A. (2013). Qualitative Research Design: An Interactive Approach.

Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program

for Reading Problems at Any [Link] III, H. L., & McDaniel, M. A. (2014). Make
It Stick: The Science of Successful [Link], W. M., & Donnelly, J. P. (2008).

The research methods knowledge base (3rd Ed.). Atomic Dog Publishing.

Sprenger-Charolles, L. & Colé, P. (2010). Evaluation de la compréhension et de la fluence:

lecture à haute voix d’un court récit (test élaboré pour l’étude Gentaz et al., 2013)

Torgesen, J. K. (1994). Phonological Awareness Skills Test (P.A.S.T).13/ Schonell

Spelling Test B in 1952 Egon Brunswick Schonell

Vidal, H. M., & Smith, K. (2017). Teach Reading with Orton-Gillingham: 72 Ready

Lessons to Help Struggling Readers and Students with Dyslexia Learn to Love

[Link], E., Theurel, A., & Sprenger-Charolles, L. (April 2017). Évaluer les

capacités de lecture chez les enfants de 6-7 ans. Laboratoire du développement

Sensorimoteur, Affectif et Social (SMAS), Université de Genève / FAPSE UNI MAIL, 40,

Boulevard du Pont-d’Arve 1211 Genève 4, Suisse; Laboratoire de Psychologie Cognitive

(CNRS), Aix-Marseille Université, France.