Proceedings of INTCESS 2021 8th International Conference on Education and Education of Social Sciences

18-19 January, 2021

THE EFFECTS OF MULTISENSORY APPROACH IN THE DEVELOPMENT

OF THE READING COMPREHENSION SKILL
Lorena Parra G.
Associate Professor Universidad Técnica de Ambato, ECUADOR, [email protected]

Abstract
Learning is a process that directly involves the use of senses as the gate that leads to achieve the
development of knowledge such as the acquisition of reading skills. The development of the reading skill in
English as a Foreign Language (EFL) has been object of several studies through the use of different
approaches. However, the improvement of reading comprehension using the multisensory approach has
been given little attention by part of EFL researchers. Reading comprehension has been one of the most
difficult reading subskills to develop in young learners in the teaching and learning process of EFL in the
Ecuadorian context. The purpose of this study is to investigate the effect of applying the Multi-Sensory
Approach in the development of the reading comprehension in English as a Foreign Language. The
influence of Multisensory Approach on the reading skill development in young learners has contributed
significantly in the learning process. Davies (2012) talks about the importance of multisensory activities as
essential in the multisensory approach to develop the reading skill as it allows stimulating learning and
teaching experiences for all learners who are still improving their reading skills. These learning activities
provide different multisensory experiences. To achieve this objective, a pre/post-test experimental research
design was applied in the conduction of this quantitative research study. A group of 24 university learners in
the context of Ecuador participated in the experimentation. The results evidenced that the use of the
multisensory approach has a positive influence in the development of reading comprehension, contributing to
the success of the EFL programme.
Keywords: multisensory approach, reading comprehension, EFL learning process.

1 INTRODUCTION
Walet (2011) expresses that visual, auditory, kinesthetic and tactile are the main senses involved directly
when using the multisensory approach to develop multisensory activities. Also, these senses help discover
the different learning styles which provide multiple pathways for teaching and learning. Learners who
struggle with the development of the reading skill need to be associated with creative learning activities to
help overcome learners' learning difficulties. In several studies, it has been proved that the Multisensory
Approach or also known as VAKT method which consists on using visual, auditory, kinesthetic and tactile
senses had helped to develop cognitive program instruction.
The present study aimed to examine the EFL undergraduate students’ progress on their reading
comprehension and its effects of using the multisensory approach in the EFL learning process. To achieve
this aim, the students participated in an experimental research. In view of the study purpose, the following
research question and hypothesis were posed:
Question: Does the multisensory approach have any significant effect on improving the learners reading

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comprehension skill?
Hypothesis: The multisensory approach does not have any significant effect on improving the learners
learning comprehension skill.
2 LITERATURE REVIEW
2.1 Reading Comprehension Skill
Reading is considered as a multisensory activity, which involves cognitive, perceptual and motor interactions
with the text or book that is being read (Mangen, 2010). The purpose of this skill is to understand and
analyse information from a written text in order to interpret what the author wants to say or transmit. Reading
is known as a complex, interactive and comprehending skill that needs time and materials to develop it
successfully. There are three types of reading. (1) Reading for pleasure allows practicing this skill in order of
being a good reader. (2) Reading for information increase the background knowledge of the reader. (3)
Reading for research is focused on reading scientific information to design investigative works or any study.
(Bojovic, 2014). Regardless of the type of reading, English learners have difficulties in learning successfully
this skill because of its complexity, interference of the mother tongue, complex vocabulary or grammar, and
the use of inadequate teaching/ learning methods (Altmisdort, 2016). However, reading difficulties are not
impossible to solve. It is difficult to read something that is not in the mother tongue, but the use of good
activities will have a positive influence on the reading skill improvement. For that reason, in a classroom,
teachers need to consider as a solution the use of multisensory activities as part of the multisensory
approach since they help to decrease reading difficulties (Gerlach, 2017).
Reading comprehension is required in all school levels since it is considered as a tool for students’
knowledge development that allows them to approach to the culture and learning in different areas. Having a
good reading comprehension skill is a guarantee to develop other knowledge skills. Comprehension helps to
solve different kinds of reading issues, to interpret and analyse graphics, data, maps, or other reading tasks.
Kuşdemir & Bulut (2018) point out that reading and comprehension are combining for a better learning
process as the ultimate objective of reading is comprehension. Reading comprehension is a process that is
carried out by the reader and the text in an interactive way. Comprehension is considered as a process in
which the reader uses their own knowledge or their previous learning experience to deduce or infer the
content of the text. Comprehension is also known as a complex skill that involves conscious and
unconscious learning/ teaching strategies. Comprehension entails the application of reasoning strategies to
construct a meaning model based on the main ideas of the text. Moreover, Özdemir & Akyol (2019) talk
about the importance of reading comprehension as a competence that influence on the development of the
reading skill in general, which is very useful in lifelong learning. To develop a good comprehension skill in
reading is essential to participate in the readers’ communities of the school, everyday life, or even for
personal enjoyment.
In addition, from the cognitive point of view of Brand & Dalton (2012) comprehension is a competence that
allows improving learners' capacities and functions to process information. A developed imagination and a
proper understanding allows learners to choice the information, examine it, summarize it, organize it,
distinguish the main ideas from the secondary ones, keep it in the long-term memory in the form of main
thoughts which will help remember, because its storage has been produced with a great understanding and
significance. In the comprehensive reading development, there are some difficulties in the learning process,
caused by different causes that make the reader avoid reading. To prevent these difficulties, the teacher
plays an important role. Nation (2019) also talks about the idea of reading comprehension difficulties. For
English learners, comprehend a text with vocabulary that they do not know is one of the most difficult things,
especially if the teacher uses traditional methods that lead to get bored students. Pourhosein Gilakjani &
Sabouri (2016) suggest that the best strategy for developing the reading comprehension in order to improve
in general the reading skill, it is the use of innovative learning activities. Furthermore, Mireles (2018)
expresses that reading comprehension and multisensory activities have a positive relationship in order to get
the expected learning outcomes. The use of the senses in a reading class has a great impact, especially at
the moment to comprehend the information (Cho et al., 2019).
2.2 Multisensory Approach
Multisensory approach has been used in different disciplines to encourage positive attitude, and easier and
fun learning. This approach combines different activities that involve two or three types of senses in order to
gain knowledge (Rains, Kelly & Durham 2008 as cited in Yurniwati, 2018). Multisensory approach usually
uses visual, auditory, and kinaesthetic elements simultaneously to achieve optimal learning process which

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also helps to strengthen learners’ memory and their motivation serving this as a path of information to the
brain (Spence & Endler, 2013). The quality of learning is significantly influenced when learners and various
concrete objects involve sensory devices combining the physical learning environment and the interaction
process. According to Baines (2008), the human brain becomes active and develops if the person speaks,
hears, moves and thinks motivating an optimal learning in a multisensory environment (cited in Gerlach,
2017). The variety of learning tools that integrate various senses gives more positive impact to the learner
and leads to create a learning environment with more options for students to find concepts through discovery
and exploration (Skoglund et al., 2020).
Multisensory integration can be clearly beneficial to produce response enhancement when the signal of a
single modality is weak or when a sensory system is deprived of its modality specific brain area (Làdavas,
2008). In other words, the activation of multisensory systems in response to stimulus may represent the
neural correlate of sensory compensation after damage to one sensory system. For this reason, learning in a
“unisensory” environment may be less efficient, natural and incapable of creating an optimal climate for
acquiring knowledge. For creating a multisensory learning environment, it is necessary to involve learners in
a variety of activities that motivate them to be connected in the development of the learning process through
the integration of the different senses.
It is important to have new ways of learning in order to reinforce students’ knowledge (Fernández et al.,
2019). For this reason, an innovative way that helps learners to acquire knowledge in a better way is
multisensory activities (Kivilehto et al., 2015). In addition to this, Maliki & Yasin (2017) explain that
multisensory activities are the best learning and teaching way in which all the senses have the purpose to
facilitate knowledge acquisition. Furthermore, Nasir (2014) adds that multisensory activities have a great
influence to increase the reading ability which is the principal skill that needs to be achieved for knowledge
acquisition.
Besides, Hoisington (2015) mentions that multisensory activities are different ways of teaching, in which
more than one sense is involved at the moment to develop an activity. The different parts of the brain are
activated simultaneously when the individuals use their senses for knowledge acquisition. The main senses
using in the multisensory activities are visual, kinaesthetic, auditory, and tactile. Moreover, Syalviana (2019)
explains that multisensory activities are the best way to improve the reading skills, (Nurjanah & Eka, 2017)
especially for learners who have reading difficulties, or (Budiman, 2017) that do not have the interest to read.
3 METHOD
This study involves quantitative research as data collection procedures resulted in numerical data that was
analysed by statistical methods. According to Apuke (2017) the aim of a quantitative method is to quantify,
define and analyse variables to obtain results. It also uses and analyses the numerical data using statistical
techniques to answer specific questions like how, how much or many, what, where, when, and who. It
describes the methods to explain a phenomenon through gathering information in numerical form. Based on
this criteria, this research used an experimental design considering subjects were assigned randomly. A pre-
test and post-test were applied to verify the efficacy of the experiment. The manipulation of the independent
variable determines the effect on the dependent variable (Mackey & Gass, 2015). The experimental group
were exposed to the use of multisensory activities to perform their reading skills specifically the reading
comprehension subskills in class hours and in outside classroom activities during the semester of studies.
The learners’ reading comprehension improvement in the post test was compared to identify whether there
were differences after applying the experiment.
3.1 Participants
This study was conducted with 24 Ecuadorian EFL university learners. The researcher attempted to have the
same number of female and male participants (12 males and 12 females). The population belonged to an
English Teacher Program in which as part of the curriculum they have to success in academic reading. The
ages of the students ranged between 18 to 21 years old. Their English language proficiency level is A2
reason for which the KET test was used to measure their language improvement related to reading
comprehension.
3.2 Instruments
The Key English Test (KET) from Cambridge University was applied in two different versions. One version
was applied for the pre-test and the other one for the post-test.
Both tests comprehend of eight parts: 1: Matching, 2: Gapped sentences, 3: Multiple choice questions based

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on conversation, 4: Factual text matching, 5: Text with gaps or multiple choice cloze, 6: Word completion, 7:
Text with gaps or open cloze, 8: Fill in a form or information transfer (see fig.2). Second, a reading
comprehension rubric was used to analyse, interpret, and evaluate the language proficiency level of
students. The rubric comprehends of seven components which were improved by using the multisensory
activities: 1: Monitoring, 2: Prior knowledge, 3: Visualizing, 4: Paraphrasing, 5: Synthesizing, 6: Focus on
context, 7: Inferring (see fig. 3). Third, different multisensory activities were applied to develop the different
components of the rubric which are based on the multisensory approach. Those activities were focused on
the main senses: Visual, auditory, kinesthetic, and tactile.
3.3 Data collection procedure
In the present research, the process of the information was carried out following four steps in order to
achieve the research objectives. First, a Pre-test for the whole population (experimental group) was applied
to know the level of the students in relation to reading specifically reading comprehension. For this purpose,
the reading section of the KET test was used. The data collection was tabulated to obtain the different results
that allowed to determine the level of the students’ reading knowledge based on the rubric. Second, the
application of the multisensory activities was carried out in 40 minutes of each English class. Third, after the
application process, using another reading section of the KET Test (post-test), the whole population was
evaluated again in order to show their reading skill improvement and the effectiveness of the multisensory
activities. Finally, the data collection was tabulated to obtain the different results. The pre-test and post- test
helped to determine if the level of the students’ reading knowledge improved.
3.4 Data Analysis
This study used quantitative method. In order to know if there is a significant effect on applying the
multisensory approach to develop the reading comprehension skill of the learners, the pre- test and post-test
results were compared by using statistical analysis as described in the next section.
4 RESULTS
This study investigated the influence of multisensory approach on the reading comprehension skill
development. To answer the research question, first the normal distribution of data was checked by using
the Shapiro Wilk test as in table 1.
Table 1. Normal distribution of the scores of the reading comprehension test

∑ Median Variance SS b SD p-value

Pre-test 421 17,54 10,61 202,23 18,20 3,2568 0,884

Post-test 945 39,38 10,42 165,23 17,29 3,2227 0,884

The collected data of the pre and post-test were compared through a deep analysis by using the Wilcoxon
Rank test as in table 2. Table 2 indicates that there are a total of 24 collected ranges or results of both tests
which are analyzed in the next way. There are 24 positive ranges, 0 negative ranges, and 0 similar ranges
which means that all the scores of the post-test are higher than the pre-test. To sum up, the multisensory
activities used in the experimentation as part of the multisensory approach helped to achieve better results in
students’ reading knowledge.
Table 2: Pre and post-test results

Ranges N Average range Sum of ranges

Negative ranges 0a ,00 ,00

Post-test Positive ranges 24b 12,5 300

Pre-test Drwas 0c

Total 24

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In table 3, Wilcoxon rank test shows that when Z is obtained with a significance of 1,74 (bilateral) and the
value of p is 0.0409, and this p-value is less than 0.05, showing that the application of multisensory approach
had a positive influence on the development of the reading comprehension of the students who participated
in the experiment.
Table 3. Wilcoxon Test Statistics of contrast.

Post-test Pre-test

Z 1,74

Sig. asintót. (bilateral) 0,0409

In addition, different comparative figures based on the results obtained in the pre-test and post-test are
shown which disclose the results achieved.
Fig. 1 illustrates individual results of the 24 students based on three aspects: pre-test (blue bars), post-test
(orange bars), and the average score (grey bars). In the pre-test, the whole population obtained a score from
12 to 24 out of 55 which indicates a low level of the reading domain. However, in the post-test, students were
able to obtain scores from 35 to 48 points which show a better reading domain. Contrasting the scores of
both tests, there is a remarkable difference that most of the students improve their reading skill after the
application of the multisensory activities.

Fig. 1. Pre and post-test individual comparison scores

Fig. 2 displays a comparison based on the general scores of the 24 students that were obtained in each part
of the pre and post-test. It is important to take into account that in each part of the reading sample of the KET
test, there are specific activities to do described below.
The first section represented by bar 1 corresponds to matching activities, the second one represents gapped
sentences, the third bar is related to conversation activities, and the seventh one corresponds to completion
text with gaps. The sections clearly show that in the pre and post-test the general scores has a noticeable
difference, the students improved the reading skill significantly. The fourth section has factual text activities;
the fifth part of the test is related to text gap activities while the sixth one demands word completion. The
eight section of the test has filling activities. Even though the students already had a regular command of
these activities, it is also shown that they obtained better scores after the application of the multisensory
approach.
Finally, it is necessary to emphasize that in the third section of the test that has activities based on
conversations the comparison of the general scores shows the best result of achievement than the other
sections.

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Figure 2. Pre and post-test general comparison scores

Fig. 3 shows the eight components of the rubric that were taken into account to evaluate the students’
reading comprehension level through the development of the 8 parts of the reading sample of the KET test.
In the questioning, visualizing, and paraphrasing components of the rubric, it is observable that the students
improved after the application of the experiment becoming a regular achievement. In the components of
monitoring comprehension, prior knowledge and inferring students had a significant improvement after the
application, they increase two levels which is a good achievement. However, in the component of
synthesizing the students maintain their level which was not the expected result.
Besides, the prior knowledge component has more acceptance by the students since they developed until
level 4 which means 100%. This result may be the product of the application of multisensory activities as part
of the multisensory approach.
To sum up, students can improve most of the comprehension components which help them to acquire and
achieve the reading skill in a better way.

Fig. 3. Pre and post-test rubric comparison

5 CONCLUSION
This investigative work studied the students' improvement of the reading comprehension skill by using
multisensory approach as an effective and motivating way to learn. Besides, to determine if the multisensory
approach had an influence in the reading process a pre-test and post-test was taken to know the results that
were reached. An experimental group of 24 students were part of the study who help to get the follow major
results.
Firstly, a quantitative method was applied for gathering information, as well as, a pre-experimental study
method in which a pre-test and post-test were developed in just one group called experimental group. To
identify the different results between the pre- test and post-test scores, different comparative figures were
displayed and the Wilcoxon rank test was applied. Finally, the results showed that the multisensory approach
had a great effect on the young students’ learning because the use of the multisensory approach helped
recognize and remember letters, words, and phrases which are the main steps to develop reading skill in a
good way. (Moustafa & Ghani, 2016)
Secondly, the results obtained in the pre-test were analysed and it was determined that despite the fact

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students study English Reading as one of the mandatory subjects in the English as a Foreign Language
Programme, there is a low reading comprehension level which may be the main reason for the low grades
obtained by the learners in the pre-test. Students did not complete all the questions of the pre-test because
they did not comprehend well what they read, they may have felt selflessness and frustration leaving many
questions in blank. However, after the application of multisensory activities based on VAKT senses as the
main strategy of the multisensory approach, the post-test was carried out, also the results were analysed
and it was determined that they understood better what they read demonstrating more motivation and less
frustration and selflessness. The results showed the improvement of a reading comprehension domain as
they completed most of the questions without fear, resulting in better scores. Moreover, the application of the
Wilcoxon rank test allowed to determine the influence that multisensory activities have when developing the
reading comprehension skill, taking into account the collected results in the pre and post-test. Moreover, the
statistical results showed that after using multisensory activities most of the young learners got positive
results because learning through Multisensory Language Teaching made the reading activities more
memorable and enjoyable learning experience, but, above all, it helped keep the information in learners’
long-term memory. (Celik Korkmaz & Karatepe, 2018)
Thirdly, the result obtained showed that multisensory activities are considered as a helpful method for
developing in a good way the reading skill. For learners who have difficulties in the learning process,
especially, problems in the reading skills improvement, the activities that involve the use of senses are very
useful for solving any reading problem because it uses all the pathways in the brain in order to enhance
memory, abilities, and learning process. (Jeyasekaran, 2015)
Finally, it is important to point out that the use of the senses is a useful, productive and a motivating way to
learn a foreign language as all learners are involved in the teaching and learning process through diverse
activities that catch the attention of the different learning styles when using a diversity of tasks related to
multisensory tasks. Multisensory approach helps develop the different skills, especially the complex ones like
the reading skill since the exposure of the body and the surroundings is the best learning stimulus. A
learning activity has high quality and impact when the senses are used for learning as the information will
retain in our long- term memory. (Baker & Adams, 2015).

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