English abstract
Abtract
EFL Teachers' Practices of Multissensory Strategy in Teaching Reading and its Effect on
Grade 2 Omani Students' Reading Performance
1ance
The present study aims at investigating Omani teachers' practices of multisensory strategy in teaching reading. Moreover, it examines the impact of applying a multisensory teaching strategy on the reading performance of the second grade students.
doc
The study employs a quantitative data analysis. The research sample comprised of 219 second grade students from two schools in Muscat. The study participants were divided into two groups, an experimental and a control group. The experimental group used the multisensory strategy to enhance their reading skills, whereas the control group used a conventional method for teaching reading. The study also employed several instruments to achieve its aims, for example, a pre/post reading test was administered prior to the multisensory treatment to measure the students' reading performance and verify the equivalence and homogeneity of the groups. In addition, the researcher used a teachers' practices checklist, to collect data concerning the teachers' practices when applying the multisensory strategy.
The response to the first research question was analyzed using two types of t-tests: an independent sample t-test and a paired sample t-test. The results revealed a statistically significant difference between the experimental and the control group, whereby the experimental group outperformed the control group in reading performance. The second research question investigated the frequencies and percentages of teachers' practices when applying the multisensory strategy. The strategy involved all five senses: sight, hearing, touch, taste, and smell. Each of the senses encourages students to access and process information in a unique way. The results revealed that teachers prefer to use materials targeted at the sense of sight more than the other senses, followed by audio materials. The least frequently used sense was taste,
