Using Multisensory Phonics to Foster Reading Skills of Adolescent Delinquents

Warnick, Kristan; Caldarella, Paul

doi:10.1080/10573569.2014.962199

Cited by 13 publications

(25 citation statements)

References 32 publications

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“…The findings offered a mediation about the root causes of juvenile delinquents, calling for further analysis. Numerous studies documented poor reading skills of juvenile delinquents, which led some to suggest failing to teach students to read led to juvenile delinquency (Baker & Ireland, 2007;Malmgren & Leone, 2000;Warnick & Caldarella, 2015;Wheldall & Watkins, 2004). Christle and Yell (2008) called for preventing reading problems as a way to prevent or reduce juvenile delinquency.…”

Section: Discussionmentioning

confidence: 99%

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Coker

2021

Int J Innov Educ Res

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The present study provides a description and analysis of the plight of first-time detained juvenile delinquents in the United States and the impact of noncognitive attributes and academic achievement on grades. Juvenile delinquents have poor outcomes as adults in higher rates of drug abuse, poor high school graduation rates, and lowered employment well into adulthood. The research questions examined the correlation among the noncognitive attributes of grit, academic self-concept, mental health, and self-esteem, academic achievement, and English and Mathematics grades for first-time detained juvenile delinquents aged 10-18. A multiple regression analysis of archival records of students in a short-term juvenile detention center was conducted. Findings showed three predictor variables were statistically significant and influenced academic performance measured by grades: verbal ability, social self-esteem, and prosocial skills. For juvenile delinquents (n = 72; males = 58, females = 14) aged 10-18 (M =15.3; SD = 1.6; range 10-18), the three predictor variables predicted English grades (adjusted R2 = .280) and Mathematics grades (adjusted R2 = .225). There was a discussion and recommendations for policies and research. The results support the need to consider noncognitive factors and the consideration of communication skills in the education of juvenile delinquents.

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Section: Discussionmentioning

confidence: 99%

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Coker

2021

Int J Innov Educ Res

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“…Multiple studies show the benefits of MSPPs for students with reading challenges and those with learning disabilities (LD) when used as part of a balanced reading program (Campbell et al, 2008;Oakland et al, 1998;Scheffel et al, 2008;Schlesinger & Gray, 2017;Warnick et al, 2016). This study explores and evaluates differing perspectives on multi-sensory phonics programs, with a critical analysis present throughout all phases of the inquiry.…”

Section: Methodsmentioning

confidence: 99%

“…Moreover, MSPPs teach these components with visual, auditory, tactile, and kinesthetic approaches. Although initially thought to favour students in earlier grades, it is known to have been successfully used with older students, as cited by multiple studies in Warnick and Caldarella (2016).…”

Section: Multi-sensory Phonics Programsmentioning

confidence: 99%

“…This approach aligns with different student learning styles, making it engaging and supportive of students' learning preferences. Numerous studies document these benefits and report on their effectiveness in reading improvement in learners with reading difficulties (Campbell et al, 2008;Joshi et al, 2002;Oakland et al, 1998;Scheffel et al, 2008;Schlesinger & Gray, 2017;Turner, 2008;Warnick & Caldarella, 2016;Williams, 2008).…”

Section: Multi-sensory Phonics Programsmentioning

confidence: 99%

“…Form-focused instruction, in its isolated and integrated forms, supports ELL instruction as it aids in identifying language features that may not be evident and easily accessible by simple exposure to language in communicative language teaching. Being that phonics-based instruction is a foundational element in Grades K-3, MSPPs, with a systematic teaching approach, can support the development of reading skills as put forward in current literature (see, for example, Lai et al, 2014;Warnick & Caldarella, 2016;Rasinski et al, 2017). These phonics programs, a form of FFI, may provide ELLs, particularly those in grades K-3, with opportunities to manipulate phonemes and to notice phonics features, giving much-needed practice for oral and written production activities.…”

Section: Form-focused Instructionmentioning

confidence: 99%

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Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

Langille

Green

2021

CJE/RCE

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Complexity of the various needs that come with English language learners (ELLs) beyond language learning (such as learning gaps, social and cultural differences, etc.) and increased numbers of English language learners in Canadian schools have led educational stakeholders to seek ways to promote reading improvement. While literature points out the relevance of systematic phonics instruction in reading and the importance of form-focused instruction (FFI) in English language learning, multi-sensory phonics programs (MSPPs) appear to be an effective reading tool that embodies them both. Although evidence on the efficacy of these programs is copious in students with learning difficulties, little is known about MSPPs in connection with English language learning. As a result, this integrative literature review explores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.

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Designing Materials to Raise Pre-Service TESOL Teacher Awareness of Learning Difficulties and Inclusive Language Teaching

Indrarathne,

Herath

2024

Springer Texts in Education

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Using Multisensory Phonics to Foster Reading Skills of Adolescent Delinquents

Cited by 13 publications

References 32 publications

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Noncognitive Factors Affecting Academic Achievement of Juvenile Delinquents

Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language

Designing Materials to Raise Pre-Service TESOL Teacher Awareness of Learning Difficulties and Inclusive Language Teaching

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