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It responds to evidence that many children struggle with foundational reading skills and often perform below expectations, including in South Africa where educational outcomes are shaped by systemic, socio-economic, political, and personal factors such as reading anxiety and stress. Grounded in the five pillars of reading, the tool prioritizes child well-being, systematic screening, structured individualized supportive interventions, and ongoing monitoring through re-screening to enable responsive practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ecosystemic-based-conceptualization-of-a-phonemic-awareness-and-phonics-multisensory-intervention-tool-for-practitioners/583303/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ecosystemic-based-conceptualization-of-a-phonemic-awareness-and-phonics-multisensory-intervention-tool-for-practitioners/583303.png","ImageObject",300,407,{"name":92,"@type":93},"Jake","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the multisensory intervention tool proposed in the paper?","Question",{"text":112,"@type":113},"To conceptualize a preliminary phonemic awareness and phonics multisensory intervention tool that practitioners can use within supportive systems to address barriers to reading.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which foundational reading skills does the study focus on?",{"text":117,"@type":113},"The paper focuses on phonemic awareness and phonics as foundational skills within the framework of the five pillars of reading.",{"name":119,"@type":110,"acceptedAnswer":120},"What core components guide the intervention tool?",{"text":121,"@type":113},"The tool emphasizes child well-being and emotional regulation, uses a multisensory approach across multiple modalities, includes systematic screening, provides structured individualized supportive interventions, and supports ongoing monitoring with re-screening.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583303,1792161518,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962084928904,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Ecosystemic-Based Conceptualization of a Phonemic Awareness and Phonics Multisensory Intervention Tool for Practitioners  \nTarien Breytenbach-Greyling, Wanda van der Merwe & Lynn Preston  \nTarien Breytenbach-Greyling, Mrs., North-West University, South Africa Wanda van derMerwe, Dr., North-West University, South Africa  \nLynn Preston, Prof. Dr., North-West University, South Africa  \nAbstract  \nThis conceptual paper explores a preliminary multisensory phonemic awareness and phonics intervention tool designed for practitioners operating within supportive systems. In supportive systems, multiple role players, including educational psychologists, counsellors, speech therapists, occupational therapists, and other specialists, collaborate to support children who experience barriers to reading. Contemporary research indicates that a substantial proportion of children struggle to acquire basic reading skills, and many perform below expected levels. In South Africa, assessments reveal low reading outcomes, influenced by systemic, socio-economic, and political challenges within the educational system, as well as personal challenges, such as reading anxiety and stress, that affect children’s reading abilities. Considering the five pillars of reading, the study focused on phonemic awareness and phonics as foundational skills. Practitioners require intervention tools to screen for, identify, and address barriers to phonemic awareness and phonics, particularly in the complexities of the South African context. The arguments presented are based on an analysis of the scholarly literature, supplemented by the authors’ professional experience as educational psychologists and a specialist wellness counsellor. The paper argues that practitioners need a multisensory intervention tool to enhance skills such as phonemic awareness and phonics within supportive systems. Several core components and guiding principles support the conceptualized intervention tool: (1) the intervention prioritizes the well-being of children who experience challenges with or barriers to phonemic awareness and phonics, recognizing that learning is optimized when children feel safe and emotionally regulated; (2) the intervention implements amultisensory approach, integrating visual, auditory, kinaesthetic, olfactory, gustatory and tactile modalities for engagement; (3) systematic screening procedures are incorporated to establish baseline competencies; (4) structured, individualized and interactive systemic supportive interventions follow initial screening; and (5) ongoing monitoring, including re-screening after a defined intervention period, is emphasized. In conclusion, these core components help to conceptualize a preliminary intervention tool for practitioners to inform systemic and responsive practices in the supportive system.  \nKeywords: intervention tool, multisensory, phonemic awareness and phonics, practitioners, systemic supportive systems  \nIntroduction  \nChildren with reading challenges need support systems to help them with their reading, as more targeted and individualized support is needed. Although the authors refer specifically to children in this paper, they acknowledge that learning occurs across various contexts within the ecosystem and can continue throughout the lifespan. Intervention tools are needed to support practitioners in assisting children to develop reading skills. These tools are necessary to support children and professionals with targeted interventions within supportive systems. Furthermore, collaboration with practitioners to conduct and support reading skills interventions can improve well-being in the school ecosystem. Well-being encompasses several aspects ofa person, such as mental, physical, and social well-being (Klapp et al., 2024) . Practitioners are a vital component of support systems and play a crucial role in supporting children’s learning success, individual growth, and well-being. They include a variety of multidisciplinary s","cbCaibVZAJAYvgzQ","https://ap.wps.com/l/cbCaibVZAJAYvgzQ","pdf",243433,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main purpose of the multisensory intervention tool proposed in the paper?\",\"answer\":\"To conceptualize a preliminary phonemic awareness and phonics multisensory intervention tool that practitioners can use within supportive systems to address barriers to reading.\"},{\"question\":\"Which foundational reading skills does the study focus on?\",\"answer\":\"The paper focuses on phonemic awareness and phonics as foundational skills within the framework of the five pillars of reading.\"},{\"question\":\"What core components guide the intervention tool?\",\"answer\":\"The tool emphasizes child well-being and emotional regulation, uses a multisensory approach across multiple modalities, includes systematic screening, provides structured individualized supportive interventions, and supports ongoing monitoring with re-screening.\"}]","Ecosystemic-Based Conceptualization of a Phonemic Awareness and Phonics Multisensory Intervention Tool for Practitioners | PDF",1792046749,23]