1. Research Proposal
By Kim Hartley

2. Title and Issue
• The use of multisensory learning activities to improve the
spelling abilities of year four students.

3. Literature Review
• Use of multisensory activities in the
classroom.
• Learning styles and multisensory
tasks.
Multisensory
• Current practice
• Developmental stages
• Disabilities
Spelling

4. Research Question
•How effective are multisensory learning activities
in improving the spelling abilities of year four
students.
• Effective – improve spelling ability, increase student motivation and
participation.

5. Participants
Three year 4 studentsYear 4 class teacher

6. Intervention

7. Data Collection
• Interview with class teacher
• Work samples taken from students Spelling Journals.
• Before and after spelling tests
• Observations of students completing multisensory spelling activities.
• Spelling Attitude Survey

8. Data Analysis
• Bar graph of spelling test percentages.
• Observations and interview - overall summary.
• Pre and post attitude to spelling test.

9. Ethical Considerations
• All participants will be given an information sheet and consent form regarding
this research project.
• Pseudonyms will be used when writing the findings of the research.
• Efforts will be made to equalize the power differentiation between student and
researcher.
• No photos will be taken of any participants. No voice or video recording will be
conducted.

10. References
• Alderman. G., & Green. S. (2011) Fostering lifelong spellers through meaningful experiences. The Reading Teacher, 68(8), 599-605.
Retrieved from Jstor.
• Apel. K., & Masterson. J. (2001) Theory-guided spelling assessment and intervention: a case study. Language, Speech, and Hearing
Services in Schools, 32, 182-195. Retrieved from Ebsco.
• Bear. D., Invernizzi. M., Templeton. S., & Johnston. F. (2008) Words their way. New Jersey:Pearson Education.
• Campbell. M., Helf. S., & Cooke. N. (2008) Effects of adding multisensory components to a supplemental reading program on the
decoding skills of treatment resisters. Education and Treatment of Children. 31(3). Retrieved from ProQuest Education Journals.
• Fellows. J., & Oakley. G. (2010). Language, literacy and early childhood education. Australia: Oxford University Press.
• Hecker. L. (1997) Walking, tinkertoys, and legos: using movement and manipulatives to help students write. The English
Journal, 86(6), 46-52. Retrieved from Jstor.
• Kear. D., & McKenna. M. (1990) Measuring attitude towards reading; a new tool for teachers. The Reading Teacher, 43(9). Retrieved
from www.professorgarfield.org/parents_teachers/printables/pdfs/reading/readingsurvey.pdf
• Pirie. B. (1995) Meaning through motion: kinaesthetic English. The English Journal, 84(8), 46-51. Retrieved from Ebsco.
• Shams. L., & Sheitz. A. (2008) Benefits of multisensory learning. Trends in Cognitive Science, 12(11). 412-417. Retrieved from Jstor.
• Sipe. R. (2002). Supporting challenged spellers. Voices from the Middle, 9(3), 23-32. Retrieved from Proquest.
• Westwood. P. (2008) What teachers need to know about spelling. Camberwell, Victoria: ACER press.
• Woolfolk. A., & Margetts. K. (2010). Educational psychology. Frenchs Forest, NSW: Pearson Australia.