Multisensory Phonics Added to Systematic and Explicit Phonics Instruction in Kindergarten and First-Grade Classrooms

There is a gap in practice regarding the influence of multisensory phonics instruction, when used systematically and explicitly, as part of regular classroom reading instruction to improve reading achievement. The purpose of this study was to investigate the difference in reading achievement and automatic word reading accuracy when a multisensory component is added to systematic and explicit phonics instruction in a regular classroom setting of kindergarten and first-grade (K-1) students. Framing this study was LaBerge and Samuels’s theory of automatic information processing. The research questions addressed differences in reading achievement and automatic word reading accuracy for K-1 students who did and did not receive multisensory phonics instruction. In this quantitative, causal-comparative study, archival data from the Phonological Awareness Literacy Screening test and the Istation test were used. The data came from 132 K-1 students who received systematic and explicit phonics instruction during the 2016–2017 school year and 132 K-1 students who received multisensory phonics as a component of systematic and explicit multisensory phonics instruction during the 2017–2018 school year. Data were analyzed with Mann-Whitney U test, an independent sample t test, Kruskal-Wallis H test, Cohen’s d, and Eta squared. Results showed significantly higher scores in the 2017–2018 school year when compared to the 2016–2017 scores and large practical significance. Based on the results, a professional development plan was created as the project deliverable. Results have the potential for positive social change through research evidence for the benefit of adding a multisensory component to systematic and explicit phonics instruction in a regular K-1 classroom setting