A Case Study of Multisensory Instruction on an ADHD Student’s Listening and Speaking of Vocabulary

• Main Authors: CHEN, YI-PING, 陳依萍
• Other Authors: Wey, Shyh-Chyi
• Format: Others
• Language: en_US
• Published: 2014
• Online Access: http://ndltd.ncl.edu.tw/handle/57200741504494232357

碩士 === 國立雲林科技大學 === 應用外語系 === 102 === The main purpose of this research is to investigate the effect of multisensory instruction on an ADHD student. Besides, the participant’s perceptions toward the multisensory instruction on teaching how to listen and speak vocabulary were investigated as well. An eighth-grade high school ADHD student who has difficulties in listening and speaking was recruited as the participant. To fulfill the purposes of this study, a pre-test, the student’s worksheets, a post-test, an interview, and the researcher’s weekly syllabus were designed. Results from data analyses showed as follows. (1) the intervention was effective in improving the participant’s word listening and speaking; (2) activities presented in a multisensory instruction were beneficial to the participant; (3) when activities were implemented in a multisensory instruction, the participant was satisfied; (4) certain sensory modality might be more important than others in a multisensory instruction; (5) the participant learned more when her learning style matched the main sensory modality; (6) the strategy used in each sensory modality should be considered when a multisensory instruction is selected; (7) the participant’s performance was extremely influenced by the required responses in the kinesthetic modality. On the whole, the use of multisensory instruction significantly contributed to better comprehension, especially in remedial instruction. Furthermore, with applying the strategy in each sensory modality, the success of multisensory instruction will be enormously expected.