Exploring The Implementation Of Multisensory Strategy To Support Reading Comprehension Of Students With Dyslexia: A Study In An Inclusive School

Abstract

This study aimed to explore the implementation of multisensory strategy in supporting the reading comprehension of students with dyslexia in an inclusive school. The research employed a qualitative descriptive case study design and was conducted in an inclusive elementary school. The participants consisted of an English teacher and students with dyslexia. Data were collected through classroom observations, interviews, and documentation. The collected data were analyzed using data reduction, data display, and conclusion drawing techniques. The findings revealed that the multisensory strategy was implemented through the integration of visual, auditory, kinesthetic, and tactile activities in reading instruction. Teachers utilized various learning media and instructional techniques, such as flashcards, picture cards, alphabet cards, oral repetition, writing exercises, and interactive learning activities. The implementation of the strategy contributed positively to students’ reading comprehension by improving letter recognition, reading fluency, pronunciation, vocabulary understanding, and comprehension of written texts. In addition, the strategy increased students’ motivation, participation, and self-confidence during classroom activities. However, several challenges were identified, including limited parental involvement, differences in students’ learning abilities, difficulties in maintaining attention and motivation, and limited instructional time. Overall, the study concluded that multisensory strategy was an effective approach for supporting the reading comprehension of students with dyslexia in an inclusive school setting, provided that continuous collaboration among teachers, schools, and parents was maintained.

Keywords: Multisensory Strategy, Reading Comprehension, Dyslexia, Inclusive School