[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-596240-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-596240-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","the-impact-of-multi-sensory-phonics-programs-in-teaching-english-as-an-additional-language","The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language","","Complexity of English language learner (ELL) needs beyond language acquisition, alongside rising ELL numbers in Canadian schools, drives efforts to improve reading. The literature links systematic phonics and form-focused instruction (FFI) to literacy development, suggesting multi-sensory phonics programs (MSPPs) as an effective reading tool that integrates both. Evidence for learners with difficulties is substantial, yet the connection to ELL instruction remains less understood. This integrative literature review examines MSPP benefits, their role in ELL teaching, and implementation success.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-impact-of-multi-sensory-phonics-programs-in-teaching-english-as-an-additional-language/596240/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-impact-of-multi-sensory-phonics-programs-in-teaching-english-as-an-additional-language/596240.png","ImageObject",300,407,{"name":42,"@type":43},"Guten tag","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why are multi-sensory phonics programs (MSPPs) considered relevant for improving reading?","Question",{"text":63,"@type":64},"The article explains that MSPPs incorporate systematic phonics and a multi-sensory approach, aligning with research on effective reading development and reading improvement.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What gap does the article identify in existing evidence about MSPPs?",{"text":68,"@type":64},"While evidence on MSPPs is extensive for students with learning difficulties, the article states that little is known about MSPPs specifically in connection with English language learners (ELLs).",{"name":70,"@type":61,"acceptedAnswer":71},"How does form-focused instruction (FFI) connect to the proposed impact of MSPPs?",{"text":72,"@type":64},"The article describes FFI as directing learners’ attention to language forms, helping them notice language features that may not be perceived through communicative exposure; 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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 tobe 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 MSPPsin connection with English language learning. As a result, this integrative literature review  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \nexplores the notable benefits of MSPPs, their connection with ELL instruction, and how successful program implementation may depend on teacher training.  \nKeywords: ESL reading, form focused instruction, multi-sensory phonics programs, phonics, phonics instruction, reading difficulties, TEAL  \nRésumé  \nLa complexité et l’augmentation du nombre d’apprenants de l’anglais (ELL) dans les écoles canadiennes ont conduit les acteurs de l’éducation à chercher des moyens de promouvoirl’amélioration de la lecture. Alors que la littérature souligne la pertinence de l’enseignement systématique de la phonétique en lecture et l’importance de l’enseignement centré sur la forme orm-focused instruction [FFI]) dans l’apprentissage de l’anglais, les programmes phonologiques multisensoriels (multi-sensory phonics programs [MSPP]) semblent unoutil de lecture efficace qui conjugue ces deux éléments. Bien que les preuves de l’efficacité de ces programmes soient nombreuses chez les apprenants ayant des difficultésd’apprentissage, on sait peu de choses sur les MSPP en rapport avec l’apprentissage de la langue anglaise. Par conséquent, cette recension des écrits intégrative explore les avantages notables des MSPP, leur lien avec l’enseignement de la langue anglaise et la façon dont laréussite de la mise en œuvre du programme peut dépendre de la formation des enseignants.  \nMots-clés : lecture ESL, enseignement centré sur la forme, programmes phonologiques multisensoriels, phonétique, enseignement de la phonétique, difficultés en lecture, TEAL  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nList of Abbreviations  \nAbbreviation  \nELL  \nFFI  \nFonF  \nFonFs  \nL1  \nL2  \nLD  \nMSL  \nMSPI  \nMSPPs  \nNICHD  \nNRP  \nOG  \nPA  \nSELF  \nSERF  \nTEAL  \nTerm  \nEnglish language learner form-focused instruction focus-on-form  \nfocus-on-forms first language second language learning disabilities  \nmulti-sensory structured language multi-sensory phonics instruction  \nmulti-sensory phonics programs  \nNational Institute of Child Health and Human Development National Reading Panel  \nOrton-Gillingham phonemic awareness  \nself-efficacy of linguistic knowledge factor  \nself-efficacy of reading factor  \nteaching English as an additional language  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:4 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThe Report of the National Reading Panel issued by the National Institute of Child Health and Human Development (NICHD, 2000) affirms that phonemic awareness (PA), phonics, vocabulary, fluency, and reading comprehension comprise the foundation of reading development. The report asserts that systematic phonics","cbCaiaRSqLsWyqZ2","https://ap.wps.com/l/cbCaiaRSqLsWyqZ2","pdf",237521,27,"English","# Abstract\n# Introduction\n## National Reading Panel and foundational reading components\n## MSPPs as systematic and multi-sensory reading tools\n## Prior research on ELL reading development and related studies\n## Purpose of the integrative literature review\n## Role of form-focused instruction (FFI)","[{\"question\":\"Why are multi-sensory phonics programs (MSPPs) considered relevant for improving reading?\",\"answer\":\"The article explains that MSPPs incorporate systematic phonics and a multi-sensory approach, aligning with research on effective reading development and reading improvement.\"},{\"question\":\"What gap does the article identify in existing evidence about MSPPs?\",\"answer\":\"While evidence on MSPPs is extensive for students with learning difficulties, the article states that little is known about MSPPs specifically in connection with English language learners (ELLs).\"},{\"question\":\"How does form-focused instruction (FFI) connect to the proposed impact of MSPPs?\",\"answer\":\"The article describes FFI as directing learners’ attention to language forms, helping them notice language features that may not be perceived through communicative exposure; MSPPs are discussed as potentially providing a strong literacy foundation based on this relationship.\"}]","The Impact of Multi-Sensory Phonics Programs in Teaching English as an Additional Language | PDF",1792082705,68]